擴增實境情境與學習引導策略對高低先備知識國中生數學相似三角形學習成效、動機及態度之影響

Abstract

本研究旨在探討擴增實境情境(AR操作情境、AR模擬情境)及學習引導策略(問題引導、程序引導)對不同先備知識(高先備知識、低先備知識)國中生在數學相似三角形單元擴增實境數位遊戲學習活動之學習成效、學習動機及學習態度的影響。研究對象為國中八年級學習者，參與者來自新北市某國中八年級學生，有效樣本112人。本研究採因子設計之準實驗研究法，自變項為擴增實境情境、學習引導策略及先備知識。擴增實境情境根據學習者與學習情境互動方式，分為「AR操作情境」和「AR模擬情境」；「學習引導策略」依照指引的反思性高低，分為「問題引導」與「程序引導」；先備知識則依據參與者前一學期數學段考成績分為「高先備知識」與「低先備知識」。依變項則為相似三角形學習成效(知識理解、知識應用)、學習動機(價值成份、期望成份、科技接受度)與學習態度(自信心、喜好度、焦慮、學習過程、學習方法、有用性)。研究結果發現：就相似三角形學習成效而言，(1)在知識理解方面，AR操作情境組表現優於AR模擬情境組；(2)在知識應用方面，學習者接受問題引導策略時，AR操作情境組表現優於AR模擬情境組；而學習者透過AR模擬情境時，程序引導組表現優於問題引導組。其次，就數學學習動機而言，(3)各實驗組學習者對於學習活動皆抱持正向動機表現，其中在外在目標導向、自我效能與期望成功方面，AR操作情境組顯著優於AR模擬情境組；(4)在內在目標導向與期望成功方面，學習者接受問題引導為學習策略時，高先備知識組優於低先備知識組；對於高先備知識者來說，問題引導策略能促進更好的內在目標動機表現。最後，就數學學習態度而言，(5)各實驗組學習者對於學習活動皆抱持正向態度表現，其中在自信心與喜好度方面，AR操作情境組優於AR模擬情境組；(6)高先備知識者與低先備知識者相比有較佳的學習態度表現。

The aim of this study was to explore the effects of types of augmented reality situation, types of learning guidance and levels of prior knowledge on junior high school students’ performance, motivation and attitude toward learning of similar triangles through augmented reality-based learning activity. Kolb’s experiential learning cycle was employed to serve as learning framework for the design of"The Savior of Lost Planet" augmented reality serious game. Participants were eighth graders from a public junior high school located in New Taipei City, Taiwan. The effective sample size was 112 for this study. A quasi-experimental design was employed and the independent variables included types of augmented reality situation, types of learning guidance and levels of prior knowledge. While the augmented reality situation consisted of the AR manipulative situation and the AR simulated situation,types of guiding strategies included the question-guidance and the procedure-guidance and levels of prior knowledge were divided into high level and low level. The dependent variables were participants’ learning performance, motivation and attitude.The results revealed that (a) for knowledge comprehension performance, the AR manipulative group outperformed the AR simulated group; (b) for knowledge application performance, while receiving the question-guidance, the AR manipulative group outperformed the AR simulated group; and the procedure-guidance group outperformed the question-guidance while interacting through the AR simulated situation. (c) For learning motivation, participants showed positive motivation and the AR manipulative group revealed higher degree of motivation than the AR simulated group; (d) while receiving the question-guidance, the learners with high level of prior knowledge revealed higher degree of motivation than the ones with low level of prior knowledge; for learners with high level of prior knowledge, receiving the question-guidance promoted higher motivation than receiving procedure-guidance. (e) As for learning attitude, participants showed positive attitude and the AR manipulative group revealed higher degree of attitude than the AR simulated group; (f) Compared to learners with low level of prior knowledge, the ones with high level of prior knowledge revealed higher degree of attitude.