結合擴增實境與虛擬實境遺傳學學習系統對國中學生在遺傳學概念理解、學習投入程度及探究能力的影響

Effects of A Genetics Learning System Combined With Augmented Reality and Virtual Reality on Junior High School Students' Genetics Understanding, Learning Engagement, and Inquiry Ability

10.6173/CJSE.202306_31(2).0003

李易儒(Yih-Ru Lee)；唐文華(Wernhuar Tarng)；邱文彬(Wen-Pin Chiu)；王姿陵(Tzu-Ling Wang)

探究能力 ； 虛擬實境 ； 概念理解 ； 學習投入程度 ； 擴增實境 ； Inquiry Ability ； Virtual Reality ； Conceptual Understanding ； Learning Engagement ； Augmented Reality

科學教育學刊

31卷2期（2023 / 06 / 01）

167 - 192

繁體中文;英文

擴增實境（AR）和虛擬實境（VR）具有獨特功能，可以影響學生從中互動和學習的方式。本研究目的在探討結合AR和VR的遺傳學學習系統對國中學生科學概念理解、學習投入程度及探究能力的影響。此遺傳學學習系統是根據學生在遺傳學相關的另有概念和困難概念並搭配AR與VR的獨特優勢開發而成，內容包含「孟德爾的遺傳實驗」、「基因與遺傳」和「人類性狀的遺傳」三個主題。本研究採準實驗前後測設計，研究對象來自臺中市一所國中四個班級及新竹縣一所國中兩個班級，其中三個班級79人為實驗組，進行遺傳學學習系統教學，另外三個班級78人為對照組，進行一般教學，二組的教學時間皆為四節課，每節課45分鐘，共180分鐘，實驗教學歷經二週。研究結果顯示遺傳學學習系統教學比一般教學更能促進國中學生在遺傳學整個單元的概念理解及個別概念的理解，例如：基因有顯性與隱性之分、棋盤方格與機率、血型的遺傳及隱性性狀的遺傳。研究結果也顯示遺傳學學習系統教學對學生學習投入顯著優於一般教學。另外，研究結果顯示遺傳學學習系統教學對學生特定的探究能力項目，例如：觀察、討論與傳達顯著優於一般教學。本研究的啟示為不同特性的概念搭配適合的AR與VR獨特功能可擴大學習成效，有助學生的科學學習。

Augmented Reality (AR) and Virtual Reality (VR) have unique capabilities that can impact the way students learn from them. The purpose of this study was to explore the influence of the genetics learning system combined with AR and VR on junior high school students' conceptual understanding, learning engagement, and inquiry ability. The genetics learning system is developed based on students' misconceptions related to genetics and combined with the corresponding unique advantages of AR and VR. It includes three topics: "Mendel's genetic experiment", "genetics and heredity" and "inheritance of human traits". The participants came from four classes in a junior high school in Taichung City and two classes in a junior high school in Hsinchu County. Three of the classes were the experimental group with 79 students, who adopted the genetics learning system, and the other two classes were the control group, with a total of 78 students, who adopted general teaching. This study adopted a quasi-experimental pretest-posttest design. The teaching time of the two groups was four classes, each class was 45 minutes, a total of 180 minutes, and the experimental teaching lasted for two weeks. The results showed that students taught with the genetics learning system facilitated students understanding of the whole genetics unit and individual concepts of genetics more than students taught with the general teaching. The results also showed that the learning engagement of the genetics learning system teaching is significantly better than that of the general teaching. In addition, the results showed that the instruction of the genetics learning system was significantly better than the general instruction for students' specific inquiry abilities such as observation, discussion, and communication. The implication of this study is that concepts with different characteristics can be matched with suitable AR and VR unique features to amplify the learning effect.

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