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研究生:劉昊龍
研究生(外文):Liu, Hao-Lung
論文名稱:適性化之擴增實境教材呈現對不同學習風格學習者之影響分析
論文名稱(外文):Analyzing the Impacts of Adaptive Augmented Reality's Learning Materials on Different Learning Styles Learners
指導教授:張國恩張國恩引用關係宋曜廷宋曜廷引用關係劉子鍵劉子鍵引用關係
指導教授(外文):Chang, kuo-EnSung, Yao-TingLiu, Tzu-Chien
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:中文
論文頁數:107
中文關鍵詞:擴增實境個體差異視覺型學習風格聽覺型學習風格適性化教學
外文關鍵詞:Augmented RealityIndividual DifferencesFSLSMVisual Learning StyleVerbal Learning StyleAdaptive Learning
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教師需要在意課堂上學習者的學習風格,針對不同學習風格者給予相符合的 教材,才能幫助他們。亦有研究證實在教學現場使用擴增實境,能有效地幫助學 習者進行學習。但其帶來的教材不靈活性,無法適應學習者變化。
綜上所述,本研究提出適性化擴增實境系統,以此系統作為輔助學習者學習 之工具,讓學習者透過此系統進行學習,並可以接收到與自己學習風格相符合之 教材。
適性化擴增實境組在學習成效方面,是顯著優於非適性化擴增實境組。間隔 一個禮拜的延宕測驗也顯示出,適性化擴增實境組在記憶保留程度,也是顯著優 於非適性化擴增實境組。
除此之外,在皆使用擴增實境的情況下,神馳經驗沒有顯著差異。在滿意度 部分,除了系統穩定性需要有所改善之外,學習者在系統接受及使用上皆有良好 的態度,且在未來皆希望可以透過此類系統進行學習。
Teachers need to care about the learner's learning style in the classroom, and give them a matching textbook for different learning styles to help them. Studies have also confirmed that the use of augmented reality at the teaching site can effectively help learners learn. However, the materials it brings are not flexible and cannot adapt to learner changes.
In summary, this study proposes an adaptive augmented reality system, which is used as a tool to assist learners in learning, allowing learners to learn through this system and receive textbooks that are consistent with their own learning style.
The adaptive augmented reality group was significantly better than the non-adapted augmented reality group in terms of learning outcomes. The one-week delay test also showed that the degree of memory retention in the adaptive augmented reality group was also significantly better than the non-adapted augmented reality group.
In addition, there is no significant difference in the experience of flow in the case of augmented reality. In the satisfaction section, in addition to the improvement of system stability, learners have a good attitude in system acceptance and use, and in the future they hope to learn through such systems.
附表目錄 VI
附圖目錄 VIII

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 8
第三節 研究假設 9

第二章 文獻探討 10
第一節 擴增實境起源及定義 10
第二節 擴增實境於教育之實證 11
第三節 個體差異與適性化教學 13
第四節 學習風格 15

第三章 系統設計 21
第一節 系統設計理念 21
第二節 系統內容 22

第四章 研究方法 27
第一節 研究對象 27
第二節 研究設計 28
第三節 研究工具 29
第四節 研究流程 33
第五節 資料分析與收集 35

第五章 研究結果 36
第一節 學習風格問卷分析 36
第二節 學習成效分析 36
第三節 延宕測驗分析 45
第四節 神馳經驗量表分析 52
第五節 系統滿意度量表分析 54
第六節 訪談與回饋分析 62

第六章 討論 71
第一節 假設一與假設二 73
第二節 假設三 75
第三節 假設四與假設五 76
第四節 假設六與假設七 77

第七章 結論 78
第一節 結論 78
第二節 建議及未來研究 80

參考文獻 83

附錄一 學習單元成就試卷 92
附錄二 學習風格問卷 95
附錄三 神馳經驗量表 101
附錄四 系統滿意度量表 104
附錄五 訪談稿 - 實驗組 106
附錄六 訪談稿 - 對照組 107
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