「U南島」遊戲式學習及情境感知無所不在互動系統：以國立自然科學博物館台灣南島語族為例

"U-Austronesian"：Game-based Learning and Interactive Context-Aware Ubiquitous System - A Case Study of Taiwan Austronesian in National Museum of Natural Science

蔣念庭

數位遊戲式學習 ； 情境感知無所不在學習 ； 台灣南島語族文化 ； 學習成效 ； Digital Game-based Learning ； Context-Aware Ubiquitous Learning ； Learning outcomes

臺中科技大學資訊管理系碩士班學位論文

2016年

碩士

陳牧言

繁體中文

本研究開發並設計一套以數位遊戲式學習及情境感知學習為基礎之無所不在學習系統，以輔助國小五年級學生認識台灣南島語族文化教育，而分析使用SPSS 22.0與Smart PLS 2.0軟體針對實驗組及對照組70個樣本，評估這兩組之間在前、後測學習成效是否具有顯著的差異，並以紙本問卷調查所蒐集的資訊，探討實驗組學生使用U南島APP後系統學習上的使用情形，及他們對於後續持續使用系統意願等因素，進行實證研究之評估與統計分析。 實驗結果顯示，在戶外教學學習活動中實驗組的成績是優於對照組的，所提出的U南島APP平板學習方式能提高學生的學習表現。問卷部分主要是探討服務品質、享樂價值、行動學習控制變數等構面組成本研究模型，並分析這三種不同構面之間關聯性與影響，在探討系統之實用性的概念，是使用服務品質構面，包含有形性、可靠性、效率等三個子構面；在探討系統之娛樂性的概念，是採用享樂價值構面，包含情感的投入、享受、情緒的激發等三個子構面；還探討行動學習控制變數，而控制變數又包含自我效能、主觀規範等二個子構面。從問卷分析結果可得知，可靠性是決定學習者願意去使用系統的關鍵因素，此外，情緒的激發對於學習者使用系統的意願也有高度顯著的影響，也發現到主觀規範可以藉由同學、老師、父母的推薦，並鼓勵學習者使用系統是有助益的，進而影響與提升學習者之使用意願。此外，從整體構面關聯性影響可以看出，服務品質構面比起享樂價值、行動學習控制變數這兩個構面對於學習者來說非常重要，學習者因此會較注重資訊內容的系統實用性，進而影響到使用者對於系統之使用意願。 從上述實證結果可得知，本研究所設計的系統能夠提升學生學習的成效，學習者在課堂結束後有意願想繼續使用本系統學習，因此，當情境感知無所不在學習，從事於戶外教學的情境下，對於學習者在學習活動中認識台灣南島語族文化而言是非常有助益的。

The study develops and designs a set of U-learning system based on digital game-based learning (DGBL) and context-aware learning in order to assist fifth grade students in learning Taiwan's Austronesian culture education. It uses SPSS 22.0 and Smart PLS 2.0 software to analyze 70 samples in experimental group and control group, assessing if there is significant difference in pretest and posttest learning outcomes, looking into students’ learning condition on the system after using “U Austronesian APP” in experimental group, with the collected information with paper questionnaire, as well as factors such as their willingness of continue to use the system, and performs assessment and statistical analysis for empirical research. The study result shows that, in terms of outdoor teaching and learning activity, the score of experimental group is higher than control group, pointing out that learning method with “U Austronesian APP” on tablet can improve students’ learning outcome. The questionnaire focuses on examining the perspectives of service quality, hedonic value and mobile learning control variables which form the cost study model, and analyzing the relations between these three different dimensions and their influences on each other. While examining the concept of utility of the system, the service quality perspective, including three sub-dimensions, tangibles, reliability and efficiency, is used; while examining the concept of entertainment of the system, the hedonic value perspective is being used, it contains three sub-dimensions, which are emotional involvement, enjoyment, and arousal; while examining the mobile learning control variables, including two sub-dimensions, self-efficacy and subjective norms. From the result of questionnaire analysis, it is known that reliability is the key factor for learners to be willing to use the system. Furthermore, arousal also has significant influence on learners’ willingness. What has been found is that subjective norms is beneficial to encourage learner to use the system through classmates, teachers and parents’ recommendations, thus affecting and increasing learners’ willingness. In addition, it can be found from the relation influence of overall perspective that service quality perspective is relatively important than hedonic value and mobile learning control variable to learners. Thus, learners pay more attention to the system practicability of information content, affecting user’s willingness to use the system. According to the above test result, it can be learned that the system designed by our graduate institute can improve student’s learning outcome, making learners willing to continue using the system for learning after class. As a result, when conducting context-aware ubiquitous learning in outdoor teaching circumstance, it is beneficial for the learners to learn Taiwan's Austronesian culture in learning activity.

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