探討AR輔助教學之學習成效－以Scratch程式連接micro:bit為例

Investigating the Learning Effectiveness of AR-Assisted Teaching Based on Scratch Program Connecting the micro:bit

張士勳(Shih-Hsun Chang)；廖惠雯(Hui-Wen Liao)；張伃雯(Yu-Wen Zhang)

擴增實境 ； Scratch ； micro:bit ； augmented reality ； Scratch ； micro:bit

嶺東學報

50期（2023 / 12 / 01）

233 - 254

繁體中文;英文

本研究利用擴增實境（Augmented Reality, AR）技術設計輔助教學系統（Augmented Reality Exhibits Scratch, ARES），以Scratch程式之添加擴展積木外接micro:bit開發板為例，研究對象為中部地區某科技大學通識課程非資訊類科系與資訊類科系二年級學生共60人，均使用講述法及示範練習法進行實驗教學，透過擴增實境以無實體器材的模式，利用ARES進行程式學習。希望透過此方式了解在無器材的環境下，如遠距教學或器材短缺時，是否能完整完成教學，並進行前測、後測及問卷分析。研究結果顯示透過ARES進行實驗教學，不僅能有效解決器材缺乏的問題，甚至能有效取代實體器材的使用。前後測分析結果顯示學生成績有明顯的進步。由此可知，本研究使用AR對於輔助程式教學有一定程度的成效。

This study uses Augmented Reality (AR) technology to design an Augmented Reality Exhibits Scratch (ARES) system as a teaching aid. The system integrates Scratch programming with the micro:bit development board. The study focuses on 60 sophomores from a technology university in central Taiwan who are majoring in non-computer science and computer science. The teaching experiment adopts expository and demonstration methods. Through the AR technology and the ARES system, students learn programming without physical equipment. The purpose of this study is to investigate whether teaching can be effectively conducted in a remote learning environment or in situations where physical equipment is unavailable. The study includes pre-tests, post-tests, and questionnaire analysis. The results show that using the ARES system for experimental teaching not only solves the problem of equipment shortage but also effectively replaces the use of physical equipment. The analysis of pre-test and post-test results indicates a significant improvement in students' performance. Therefore, this study demonstrates the effectiveness of using AR as an aid in programming education.