擴增實境輔助拼圖學習系統對學習成效、學習動機與學習興趣之影響

Effect of an Augmented Reality-Based Jigsaw Learning System on Learning Effectiveness, Learning Motivation, and Learning Interest

10.6137/RECT.202008_(123).0002

陳志洪(Chen, Zhi Hong)；李佳穎(Li, Carolina Elena)；齊珮芸(Chi, Pei-Yun)

情境學習 ； 拼圖 ； 擴增實境 ； Situated learning ； Jigsaw puzzles ； Augmented reality

教育傳播與科技研究

123期（2020 / 08 / 31）

21 - 38

繁體中文

人類在學習時，應該要對知識與技能有真正的理解，研究指出情境學習有助於學習上的理解與應用，因為情境學習可以配合情境提供完整的概念與架構，進而組織知識應用於生活中。本研究提出一個結合擴增實境技術的「拼圖學習系統」，提供兩階層式的學習輔助：首先利用拼圖提供整體的知識脈絡與學習情境，讓學生在情境中自主探索、組織與整合；再使用擴增實境加深細節知識，透過鉅觀與微觀的知識連結幫助學習。本研究以桃園市國中二年級49位學生為研究對象，進行兩班學生的實驗組比較與評估，探討學生在使用擴增實境拼圖學習系統後，對學習成效、學習動機與學習興趣的影響。研究結果顯示：一、「擴增實境輔助拼圖學習系統」適合應用於國文科教學現場；二、「擴增實境輔助拼圖學習系統」有助於提升學生的學習成效；三、「擴增實境輔助拼圖學習系統」促進學生正向的學習動機；四、「擴增實境輔助拼圖學習系統」提升學生正向的學習興趣。

During the process of learning, humans acquire knowledge and skills. Relevant literature has indicated that situated learning facilitates learning by providing a complete concept and a macro-structure, and then organizing the context of knowledge through a situated environment. Therefore, this study proposed a jigsaw learning system that uses augmented reality technology to provide two levels of learning assistance. First, the jigsaw puzzle provides the overall knowledge structure and learning context, allowing students to independently explore, organize, and integrate the context. Second, the integration of augmented reality facilitates learning by offering detailed knowledge through macro and micro knowledge links. This study recruited 49 second-grade students from junior high schools as the research subjects. Two experimental groups comprising two classes of students were compared to evaluate the impact of augmented reality-based jigsaw learning systems on learning effectiveness, learning motivation, and learning interest. The findings suggested that the proposed learning system could be applied to real teaching environments and could positively influence learning effectiveness, learning motivation, and learning interest.

1. Chen, C.-M.,Tsai, Y.-N.(2012).Interactive augmented reality system for enhancing library instruction in elementary schools.Computers & Education,59,638-652.
   連結：
2. 呂雀芬,吳淑美,徐瑩媺,葉美玉(2018)。遊戲式學習於護理教育應用—同理心桌遊教學。護理雜誌，65(1)，96-103。
   連結：
3. 盧秀琴,林毓哲(2018)。國小教師開發「昆蟲桌遊教具」以增強學童「沈浸經驗、科學過程技能」。課程與教學，21(1)，105-131。
   連結：
4. Akçayır, M.,Akçayır, G.(2017).Advantages and challenges associated with augmented reality for education: A systematic review of the literature.Educational Research Review,20,1-11.
5. Azuma, R. T.(1997).A survey of augmented reality.Presence: Teleoperators and Virtual Environments,6,355-385.
6. Bacca, J.,Baldiris, S.,Fabregat, R.,Graf, S.,Kinshuk(2014).Augmented reality trends in education: A systematic review of research and applications.Journal of Educational Technology & Society,17(4),133-149.
7. Brown, J. S.,Collins, A.,Duguid, P.(1989).Situated cognition and the culture of learning.Educational Researcher,18(1),32-42.
8. Bursztyn, N.,Shelton, B.,Walker, A.,Pederson, J.(2017).Increasing undergraduate interest to learn geoscience with GPS-based augmented reality field trips on students’ own smartphones.Geological Society of America Today,27(6),4-10.
9. Catalano, A.(2015).The effect of a situated learning environment in a distance education information literacy course.The Journal of Academic Librarianship,41,653-659.
10. Chang, S.-C.,Hwang, G.-J.(2018).Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance andperceptions.Computers & Education,125,226-239.
11. Chen, C.-H.,Chou, Y.-Y.,Huang, C.-Y.(2016).An augmented-reality-based concept map to support mobile learning for science.The Asia-Pacific Education Researcher,25,567-578.
12. Cicchino, M. I.(2015).Using game-based learning to foster critical thinking in student discourse.The Interdisciplinary Journal of Problem-Based Learning,9(2)
13. Council for Higher Education Accreditation. (2006). Accreditation and accountability: A CHEA special report. Retrieved from https://www.chea.org/sites/default/files/other-content/Accreditation_and_Accountability.pdf
14. Di Serio, Á.,Ibáñez, M. B.,Delgado-Kloos, C.(2013).Impact of an augmented reality system on students’ motivation for a visual art course.Computers & Education,68,586-596.
15. Furió, D.,González-Gancedo, S.,Juan, M.-C.,Seguí, I.,Rando, N.(2013).Evaluation of learning outcomes using an educational iPhone game vs. traditional game.Computers & Education,64,1-23.
16. Garzón, J.,Acevedo, J.(2019).Meta-analysis of the impact of augmented reality on students’ learning effectiveness.Educational Research Review,27,244-260.
17. Garzón, J.,Kinshuk,Baldiris, S.,Gutiérrez, J.,Pavón, J.(2020).How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis.Educational Research Review,31,100334.
18. Hong, J.-C.,Hwang, M.-Y.,Tam, K.-P.,Lai, Y.-H.,Liu, L.-C.(2012).Effects of cognitive style on digital jigsaw puzzle performance: A GridWare analysis.Computers in Human Behavior,28,920-928.
19. Huang, T.-C.,Chen, C.-C.,Chou, Y.-W.(2016).Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment.Computers & Education,96,72-82.
20. Hung, P.-H.,Hwang, G.-J.,Lee, Y.-H.,Su, I.-H.(2012).A cognitive component analysis approach for developing game-based spatial learning tools.Computers & Education,59,762-773.
21. Ibáñez, M.-B.,Delgado-Kloos, C.(2018).Augmented reality for STEM learning: A systematic review.Computers & Education,123,109-123.
22. Kamarainen, A. M.,Metcalf, S.,Grotzer, T.,Browne, A.,Mazzuca, D.,Tutwiler, M. S.,Dede, C.(2013).EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips.Computers & Education,68,545-556.
23. Krapp, A.,Hidi, S.,Renninger, K. A.(1992).Interest, learning, and development.The role of interest in learning and development,Mahwah, NJ:
24. Lin, C.-H.,Chen, C.-M.(2016).Developing spatial visualization and mental rotation with a digital puzzle game at primary school level.Computers in Human Behavior,57,23-30.
25. Liu, P.-H. E.,Tsai, M.-K.(2013).Using augmented-reality-based mobile learning material in EFL English composition: An exploratory case study.British Journal of Educational Technology,44,E1-E4.
26. Milgram, P.,Kishino, F.(1994).A taxonomy of mixed reality visual displays.IEICE Transactions on Information and Systems,E77-D,1321-1329.
27. Pence, H. E.(2010).Smartphones, smart objects, and augmented reality.The Reference Librarian,52(1–2),136-145.
28. Pintrich, P. R.,Smith, D. A. F.,Garcia, T.,McKeachie, W. J.(1991).,未出版
29. Radu, I.(2014).Augmented reality in education: A meta-review and cross-media analysis.Personal and Ubiquitous Computing,18,1533-1543.
30. Rambli, D. R. A.,Matcha, W.,Sulaiman, S.(2013).Fun learning with AR alphabet book for preschool children.Procedia Computer Science,25,211-219.
31. Salmi, H.,Thuneberg, H.,Vainikainen, M.-P.(2017).Making the invisible observable by augmented reality in informal science education context.International Journal of Science Education, Part B,7,253-268.
32. Suchman, L. A.(1987).Plans and situated actions: The problem of human-machine communication.New York:Cambridge University Press.
33. Swensen, H.(2016).Potential of augmented reality in science education: A literature review.Proceedings of ICERI2016 Conference,Seville, Spain:
34. Weisberg, D. S.,Hirsh-Pasek, K.,Golinkoff, R. M.(2013).Guided play: Where curricular goals meet a playful pedagogy.Mind, Brain, and Education,7,104-112.
35. Wu, H.-K.,Lee, S. W.-Y.,Chang, H.-Y.,Liang, J.-C.(2013).Current status, opportunities and challenges of augmented reality in education.Computers and Education,62,41-49.
36. Yasin, A. M.,Darleena, Z.,Isa, M. A. M.(2012).Avatar implementation in virtual reality environment using situated learning for “Tawaf”.Procedia—Social and Behavioral Sciences,67,73-80.
37. 方惠萱（2015）。拼圖歷史悠久-源自歐洲地圖製作者。大紀元。取自 https://www.epochtimes.com.tw/n116617/拼圖歷史悠久-源自歐洲地圖製作者 .html
38. 王筱妮,梁淑坤(2018)。桌遊融入國小三年級數與計算課程之設計與反思。臺灣數學教師，39(2)，23-49。
39. 吳靜吉,程炳林(1992)。激勵的學習策略量表之修訂。測驗年刊，39，59-78。
40. 林吟霞,王彥方(2009)。情境學習在課程與教學中的運用。北縣教育，69，69-72。
41. 教育部（2014）。十二年國民基本教育課程綱要總綱。取自 https://cirn.moe.edu.tw/Upload/file/947/67019.pdf
42. 許家齊(2019)。【手機教養調查】中小學「手機族」調查，92% 家長支持中小學生在校禁用手機。親子天下雜誌，106
43. 陳德懷,廖長彥,鄭年亨,陳志洪,張立杰,黃龍翔(2016)。「趣創者理論」初探：二十一世紀學習設計理論。第20屆全球華人計算機教育應用大會，香港:
44. 潛力種子兒童教育中心（2016）。【專注力】拼圖拼出專注力。取自 https://seedsofpotential.pixnet.net/blog/post/325981950
45. 賴協志,張雅屏(2013)。國家教育研究院研究計畫期末報告國家教育研究院研究計畫期末報告,國家教育研究院。

1. 蔡宜雯,楊志強,黃秋霞(2022)。互動式AR輔助學習裝置軟體使用滿意度調查。特殊教育發展期刊，73，33-56。
2. 楊志強,黃秋霞(2020)。國小數學科互動式體積AR輔助學習軟體應用之探討。特殊教育發展期刊，70，17-34。
3. 葉承峰,楊晰勛(2021)。運用虛擬實境與數位遊戲學習於國小學生的鄉土文化教學：以學習成效和鄉土認同觀點之實證研究。教育傳播與科技研究，126，1-19。
4. 鄭立婷,姚惠忠(2023)。體驗式案例教學對醫學大學生學習興趣、同理心及醫病溝通能力之探討。通識學刊：理念與實務，11(1)，43-80。