互動式擴增實境系統支援國小圖書館利用教育

Interactive Augmented Reality System for Enhancing Library Instruction in Elementary Schools

陳志銘(Chih-Ming Chen)；蔡雁農(Yen-Nung Tsai)

人機互動 ； 互動學習環境 ； 教育媒體 ； 擴增實境 ； Human-computer interaction ； Interactive learning environments ； Media in education ； Augmented reality

臺北市立圖書館館訊

30卷3期（2013 / 03 / 01）

30 - 49

繁體中文

由於經費和人力的短缺，國内大部分的國小並未提供學生圖書館利用教育課程，雖然學生能夠使用圖書館，但往往缺乏有效利用圖書館資源的知識，也容易迷失在圖書館大量的資訊中。利用電腦輔助教學學習圖書館利用基本技能，特別是利用擴增實境（Augmented Reality, AR)輔助學習，具有提升學習成效和學習動機潛力。因此，本研究基於情境學習理論（situated learning theory)發展一互動式擴增實境圖書館利用教育學習系統（Interactive Augmented Reality Library Instruction System, IARLIS)，來幫助國小學生提升圖書館利用知能，結果顯示採用IARLIS和傳統圖書館教師教學的學習成效相同，且性別差異並未影響學習成效，但是在理解型問題學習上採用IARLIS優於傳統圖書館教師教學；採用傳統圖書館教師教學的個人教學差異會影響學生的學習成效，而IARLIS可有效克服圖書館教師教學差異影響學習成效的問題。此外，場地相依認知風格(Field-Dependence Cognitive Style)學習者使用IARLIS進行圖書館利用教育的學習成效優於場地獨立認知風格(Field-Independent Cognitive Style)的學習者；並且學生採用IARLIS進行圖書館利用教育的學習成效不受個人電腦技能及遊戲技巧程度影響。

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.

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