(18.204.227.34) 您好!臺灣時間:2021/05/19 07:44
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:穆藍那
研究生(外文):Muhammad Trio Maulana Putra
論文名稱:使用3D-UG APP來輔助真實情境小學生幾何學習-體積與表面積
論文名稱(外文):Facilitating Geometry Learning of Elementary School Students With 3D-UG APP in Authentic Contexts-Volume and Surface Area Learning
指導教授:黃武元黃武元引用關係
指導教授(外文):Wu-Yuin Hwang
學位類別:碩士
校院名稱:國立中央大學
系所名稱:網路學習科技研究所
學門:教育學門
學類:教育科技學類
論文出版年:2020
畢業學年度:108
語文別:英文
論文頁數:90
中文關鍵詞:3D-UG真實情境幾何學習擴增實境
外文關鍵詞:3D-UGauthentic contextsgeometry learningaugmented reality
相關次數:
  • 被引用被引用:0
  • 點閱點閱:42
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:0
在幾何學習中,大多數學生通常使用例如尺之類的標準器材按照教科書來測量物體的長度並計算其表面積或體積。隨著智慧型手機的開發和普及,讓學生可以讓學生可以隨時隨地學習,這對於探索周圍環境並將其與學習主題連結起來特別有幫助。因此,利用智慧型手機設計學習課程來幫助學生在真實的環境中學習幾何學變得越來越有發展性;這是因為在我們的日常生活中有許多與幾何相關的場景。在這項研究中,我們開發了一種程式3D-UG,以在真實的環境中輔助幾何學習,並且進行體積和表面積的測量和計算。3D-UG使用擴增實境ARcore,讓學生與周圍的3D真實對象進行互動,包括立方體和長方體。 3D-UG還運用了多媒體白板,供學生計算體積或表面積並加入文字或語音註釋。 3D-UG給學生帶來了新的體驗,可以使用移動裝置對其周圍的3D對象進行真實測量。這種經驗可以提高學生的能力和動力,特別是在幾何能力、估計能力和空間能力方面。
在我們的實驗中,有40名小學五年級學生,分為實驗組和對照組。實驗後的統計結果表明,使用3D-UG的實驗組在學習能力方面的表現明顯優於對照組,包括幾何能力、估計能力和空間能力。進一步的分析發現,如果實驗組的學生嘗試更多嘗試自己探索和計算3D對象,他們的學習成績將得到顯著提高。因此,以學生為中心的活動,學生自由地探究真實情境,比教師設計的活動對提高學習成績更為重要。關於真實環境下的幾何學習同儕互評,結果表明同儕互評的品質可能會影響學生的學習成績。此外,學生們認為3D-UG可以幫助他們在真實的環境中輕鬆,有效且有趣地學習幾何。
In geometry learning, most students usually followed textbooks using standard equipment such as rulers to measure the length of an object and calculate their surface area or volume. With popular development and usage of smartphone devices, students can be allowed to study anytime and anywhere, particularly useful to explore and connect their surroundings to learning topics. Therefore, how to design learning curricula using a smartphone to help students learn geometry in authentic contexts becomes more and more promising; this is because there are many scenarios related to geometry in our daily lives. In this study, we developed one 3D-UG to facilitate geometry learning in authentic contexts for volume and surface area measurement and calculation. Our proposed 3D-UG employed augmented reality ARcore to allow students to interact with 3D real objects around them, including cube and cuboid. 3D-UG also implemented the multimedia whiteboard for students to calculate volume or surface area and make text or audio annotation. 3D-UG gives students a new experience to make real measurements of 3D objects surrounding them with mobile devices. This experience improves students' abilities and motivation, especially in geometry ability, estimation ability, and spatial ability.
In our experiment, there were forty fifth-grade elementary school students divided into experimental group and control group. After the experiment, the statistical results showed that experimental group using 3D-UG significantly outperformed control group in learning achievements, including geometry ability, estimation ability, and spatial ability. Further analysis found that if the students of experimental group tried more attempt to explore and calculate 3D objects by themselves, their learning achievements could be significantly improved. Therefore, students-centered activity, freely exploring authentic contexts by students, is more critical than a teacher-designed activity to enhance learning achievement. Regarding peer assessment of geometry learning in authentic contexts, the result showed that the quality of peer assessment could affect student learning achievement. Moreover, students perceived that 3D-UG could help to learn geometry easily, effectively, and playfully in authentic contexts.
Abstract i
中文摘要 ii
Acknowledgments iii
List of Content iv
List of Table vi
List of Figure vii
List of Appendix viii
Chapter 1 Introduction 1
1.1. Background and Motivation 1
1.2. Purpose 3
Chapter 2 Literature Review 4
2.1. 3D Geometry in Mathematics 4
2.2. Ubiquitous Learning in Mathematics 5
2.2.1. Authentic Learning 5
2.2.2. Ubiquitous Technology in 3D Geometry Learning 6
2.3. ARCore Technology for Authentic Learning 8
2.4. Students’ Perception Using Technology 9
2.5. 3D Geometry Thinking Skills 10
2.5.1. Geometry Ability 10
2.5.2. Estimation Ability 11
2.5.3. Spatial Ability 11
2.6. Assessment for Learning 12
Chapter 3 System Development and Implementation 14
3.1. System Design 14
3.1.1. System Architecture 14
3.1.2. Main Feature 15
3.2. Learning Activity Using 3D-UG 19
3.2.1. Learning 3D Geometry 19
3.2.2. Workflow Students Learning Activities 19
3.2.3. Peer and Teacher Assessment 21
Chapter 4 Research Method 22
4.1. Type of Research 22
4.2. Research Architecture and Research Variables 22
4.2.1. Control Variable 22
4.2.2. Independent Variable 22
4.2.3. Dependent Variable 22
4.3. Research Flow and Procedure 25
4.4. Research Subject 27
4.5. Research Tools 27
4.6. Experimental Activities 29
4.7. Data Collection and Processing 30
Chapter 5 Results and Analysis 31
5.1. Analysis of Learning Achievement 31
5.1.1. Geometry Ability Among Two Groups 32
5.1.2. Estimation Ability Among Two Groups 34
5.1.3. Spatial Ability Among Two Groups 34
5.2. Correlation Between Each Variable 35
5.2.1. Correlation of Learning Behavior and Learning Achievement 35
5.2.2. Correlation of Learning Assessment and Learning Achievement 38
5.2.3. Correlation of Learning Behavior and Learning Assessment 40
5.3. Prediction of Dependent Variable to Learning Achievement 44
5.4. Students’ Perception of 3D-UG 46
Chapter 6 Conclusions 48
6.1. Conclusions 48
6.2. Limitation and Suggestion 49
6.3. Future Study 50
References 51
Appendix 55
Abdelmagid, M. (2018). The Pedagogical Potentials of Integrating Augmented Reality : Revisiting Gagné ISD Framework. Advances in Social Sciences Research Journal, 5(11), 27–40. https://doi.org/10.14738/assrj.511.5455
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphic and Applications, 21(6), 34–47. https://doi.org/10.1109/38.963459
Battista, M. T., Wheatley, G. H., & Talsma, G. (1982). The Importance of Spatial Visualization and Cognitive Development for Geometry Learning in Preservice Elementary Teachers. Journal for Research in Mathematics Education, 13(5), 332. https://doi.org/10.2307/749007
Bertolo, D. (2016). Interactions on Digital Tablets in the Context of 3D Geometry Learning. In Interactions on Digital Tablets in the Context of 3D Geometry Learning. https://doi.org/10.1002/9781119330288
Bhagat, K. K., & Huang, R. (2018). Improving Learners ’ Experiences Through Authentic Learning in a Technology-Rich Classroom Emerging technology. 3–15.
Campbell, L., & Campbell, B. (2001). Multiple intelligences and student achievement: success stories from six schools. In Choice Reviews Online (Vol. 38, Issue 07). Association for Supervision and Curriculum Development. https://doi.org/10.5860/choice.38-4013
Chen, G. D., Nurkhamid, Wang, C. Y., Yang, S. H., Lu, W. Y., & Chang, C. K. (2013). Digital Learning Playground: Supporting authentic learning experiences in the classroom. Interactive Learning Environments, 21(2), 172–183. https://doi.org/10.1080/10494820.2012.705856
Chen, Y. C. (2019). Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course. Journal of Educational Computing Research, 57(7), 1695–1722. https://doi.org/10.1177/0735633119854036
Clements, D. H. (2015). Teaching and Learning Geometry. In Teaching and learning geometry (Issue January 2003, pp. 151–178). https://doi.org/10.1007/978-3-319-12688-3_35
Cross, C. T., Awoods, T., Schweingruber, H., & National Research Council. (2009). MATHEMATICS LEARNING in Early Childhood.
Dann, R. (2012). Promoting Assessment as Learning. In Promoting Assessment as Learning. https://doi.org/10.4324/9780203470152
Davis, F. D. (1986). TECHNOLOGY ACCEPTANCE MODEL FOR EMPIRICALLY TESTING NEW END-USER INFORMATION SYSTEMS THEORY AND RESULTS. MASSACHUSETTS INSTITUTE OF TECHNOLOGY.
Estriegana, R., Medina-Merodio, J. A., & Barchino, R. (2019). Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model. Computers and Education, 135(December 2018), 1–14. https://doi.org/10.1016/j.compedu.2019.02.010
Gardner, H. (1983). Frames of Mind : The Theory of Multiple Intelligences. Basic Books.
Glover, J. (2018). Unity 2018 Augmented Reality Project. Packt Publishing Ltd,.
Harlen, W., & James, M. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. International Journal of Phytoremediation, 21(1), 365–379. https://doi.org/10.1080/0969594970040304
Herrington, J., Reeves, T. C., & Oliver, R. (2013). Authentic Learning Environments. Handbook of Research on Educational Communications and Technology: Fourth Edition, 401–412. https://doi.org/10.1007/978-1-4614-3185-5_32
Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). Effects of an augmented reality-based educational game on students’ learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895–1906. https://doi.org/10.1080/10494820.2015.1057747
Hwang, W.-Y., Zhao, L., Shadiev, R., Lin, L., Shih, T. K., & Chen, H.-R. (2019). Exploring the effects of ubiquitous geometry learning in real situations. Educational Technology Research and Development, 0123456789. https://doi.org/10.1007/s11423-019-09730-y
Hwang, W., Su, J., Huang, Y., & Dong, J. (2009). A Study of Multi-Representation of Geometry Problem Solving with Virtual Manipulatives and Whiteboard System. Journal of Educational Technology & Society, 12(3), 229–247.
Hwang, W., Wati, S., Purba, D., Liu, Y., Zhang, Y., & Chen, N. (2019). An Investigation of the Effects of Measuring Authentic Contexts on Geometry Learning Achievement. IEEE Transactions on Learning Technologies, 12(3), 291–302. https://doi.org/10.1109/TLT.2018.2853750
Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system. Educational Technology and Society, 10(2), 191–212.
Jones, K. (2002). Issues in the Teaching and Learning of Geometry. Aspects of Teaching Secondary Mathematics: Perspectives on Practice, 8(2), 121–139. https://doi.org/10.9744/ing.v9i2.16693
Jones, V., & Jo, J. H. (2004). Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology. 468–474.
Khinsuk. (2015). Roadmap for Adaptive and Personalized Learning in Ubiquitous Environments. Lecture Notes in Educational Technology, 1–13. https://doi.org/10.1007/978-3-662-44659-1_1
Kitazawa, T., Sato, K., & Akahori, K. (2016). The Effect of Question Styles and Methods in Quizzes Using Mobile Devices. 1–22. https://doi.org/10.1007/978-3-319-26518-6
Lanham, M. (2018). Learn ARCore - Fundamentals of Google ARCore. Packt Publishing Ltd,.
Le, H. Q., & Kim, J. I. (2017). An augmented reality application with hand gestures for learning 3D geometry. 2017 IEEE International Conference on Big Data and Smart Computing, BigComp 2017, 34–41. https://doi.org/10.1109/BIGCOMP.2017.7881712
Minsky, M., & Papert, S. (1969). Perceptrons, Expanded Edition An Introduction to Computational Geometry. In MIT Press. https://mitpress.mit.edu/books/perceptrons-reissue-1988-expanded-edition-new-foreword-leon-bottou
Mitchell, J. H., Hawkins, E. F., Stancavage, F. B., & Dossey, J. A. (1999). ESTIMATION SKILLS , MATHEMATICS-IN-CONTEXT, AND ADVANCED SKILLS in MATHEMATICS. U.S. Department of Education. Office of Educational Research and Improvement.
Mooney, C., Wruthmell, R., Ferrie, L., Fox, S., & Hansen, A. (2001). Primary mathematics knowledge and understanding (8th ed.). SAGE Publications Ltd.
Noreen, R., & Rana, A. M. K. (2019). Activity-Based Teaching versus Traditional Method of Teaching in Mathematics at Elementary Level. 41(2), 145–159.
Özerem, A. (2012). Misconceptions In Geometry And Suggested Solutions For Seventh Grade Students. Procedia - Social and Behavioral Sciences, 55, 720–729. https://doi.org/10.1016/j.sbspro.2012.09.557
Pegg, J., Gutiérrez, A., & Huerta, P. (1998). Assessing reasoning abilities in geometry. In C. Mammana & V. Villani (Eds.). 275–295.
Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial ability. Educational Studies in Mathematics, 75(2), 191–212. https://doi.org/10.1007/s10649-010-9251-8
Pittalis, M., & Christou, C. (2013). Coding and decoding representations of 3D shapes. Journal of Mathematical Behavior, 32(3), 673–689. https://doi.org/10.1016/j.jmathb.2013.08.004
Sorby, S. A. (2007). Developing 3D spatial skills for engineering students. Australasian Journal of Engineering Education, 13(1), 1–11. https://doi.org/10.1080/22054952.2007.11463998
Specht, M., Hang, L. B., & Barnes, J. S. (2019). Sensors for seamless learning. In Lecture Notes in Educational Technology. Springer Singapore. https://doi.org/10.1007/978-981-13-3071-1_7
Taras, M. (2005). Assessment - Summative and formative - Some theoretical reflections. British Journal of Educational Studies, 53(4), 466–478. https://doi.org/10.1111/j.1467-8527.2005.00307.x
Wahab, R. A., Abdullah, A. H. Bin, Abu, M. S. Bin, Bt Mokhtar, M., & Bt Atan, N. A. (2016). A case study on visual spatial skills and level of geometric thinking in learning 3D geometry among high achievers. Man in India, 96(1–2), 489–499.
Wen, D., Gao, Y., & Yang, G. (2014). Semantic Analysis-Enhanced Natural Language Interaction in Ubiquitous Learning. 119–137. https://doi.org/10.1007/978-3-662-44659-1
Wragg, E. C. (1997). Assessment and Learning in the Secondary School. In Assessment and Learning in the Secondary School. https://doi.org/10.4324/9780203277980
電子全文 電子全文(網際網路公開日期:20250720)
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關論文
 
無相關期刊
 
無相關點閱論文