互動式擴增實境系統支援國小圖書館利用教育

陳志銘; 蔡雁農

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2024/10/20~2025/01/20

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P30 - 49

人文学 > 图书资讯学

DOI： 10.29773/BTPL

书目管理工具

相关连结

问题回报

全文下载

互动式扩增实境系统支援国小图书馆利用教育

Interactive Augmented Reality System for Enhancing Library Instruction in Elementary Schools

陈志铭(Chih-Ming Chen) ；蔡雁农(Yen-Nung Tsai)

台北市立图书馆馆讯； 30 卷 3 期 (2013 / 03 / 01) ， P30 - 49

繁体中文

人机互动；互动学习环境；教育媒体；扩增实境； Human-computer interaction ； Interactive learning environments ； Media in education ； Augmented reality

0 个人觉得这篇文章赞

摘要 │ 参考文献 (26) │ 被引用文献 (12) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Due to limited budgets and manpower, most elementary schools in Taiwan do not plan or provide library instruction for students. Although students can use libraries, they typically lack the knowledge needed to use library resources effectively. Consequently, students have difficulty finding the books they need and can easily become overwhelmed by the massive amount of information in libraries. Computer-assisted instruction for teaching basic library skills to large numbers of students is an appealing method. Particularly, developing augmented reality (AR) technologies for learning have garnered considerable attention in education research. Many researchers and scholars believe that integrating teaching and AR enhances student learning performance and motivation. This work develops an educational AR system based on situated learning theory, and applies innovative augmented reality interactive technology to a library's learning environment. Student library knowledge can be enhanced via the proposed augmented reality library instruction system (IARLIS). Experimental results demonstrate that student learning performance is improved significantly by using the proposed IARLIS. Moreover, this work demonstrates that using the proposed IARLIS for library instruction results in the same learning performance as conventional librarian instruction and there is no gender difference on learning performance between the proposed IARLIS and conventional librarian instruction. Moreover, the proposed library instruction system overcomes shortcomings of personal teaching skills of librarians that may adversely affect student learning performance by conveying the same learning content to all students. Additionally, the proposed system results in better learning performance for learners with the field-dependent cognitive style than learners with the field-independent cognitive style. Moreover, the learning performance of students is not affected by their computer skills. Therefore, student computer skills do not need to be considered when adopting the proposed system in library instruction programs.

参考文献 ( 26 ) 〈TOP〉

ACRL IS Research and Scholarship Committee(2003).Research agenda for library instruction and information literacy.Library and Information Science Research,25(4),479-487.
Chen, C. M.,Li, Y. L.(2010).Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning.Interactive Learning Environments,18(4),341-364.
Churckovich, M.,Oughtred, C.(2002).Can an online tutorial pass the test for library instruction? An evaluation and comparison of library skills instruction methods for first year students at Deakin University.Australian Academic & Research Libraries,33(1),25-38.
Costello, B.,Lenholt, R.,Stryker, J.(2004).Using blackboard in library instruction: Addressing the learning styles of generations X and Y.The Journal of Academic Librarianship,30(6),452-460.
Dewald, N. H.(1999).Transporting good library instruction practices into the web environment an analysis of online tutorials.Journal of Academic Librarianship,25(1),26-32.

被引用文献 ( 12 ) 〈TOP〉

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址