臺灣博碩士論文加值系統

近年來科學的進步縮短了想像與的真實世界的距離，運用科技輔助能讓無法觸碰或觀察到的事物具象化，透過虛擬實境或擴增實境等教材設計，讓我們能超越時空、地點與三維空間的限制。在化學領域中，原子結構與分子模型是所有化學學習的基礎，屬於抽象概念，往往會造成學習上的困難。因此本研究合作對象淡江大學科學教育中心化學遊樂趣以此為基礎，設計開發了一款擴增實境教材【如果我轉生成血紅素】，希望能讓學生藉由觀察與操作分子模型，了解一氧化碳與氧氣在血液中進行氣體競爭的過程。本次研究以此擴增實境教材為基礎進行課程設計，期望發展出可彈性運用之化學科普教案進行實施。但因為授課時間、對象人數及課程難易度的取捨，將對象定為選修化學通識之大學生，並使用無母數進行後續的統計分析。
本研究結果如下：
(1)擴增實境應用化學通識課程之學習成效：在融入擴增實境教材【如果我轉生成血紅素】的化學通識課程中，雖然學生的學習成效有些微提升，但並未達到顯著差異。這可能與課程設計、學習單引導、以及教材內容等多方面因素有關。部分學生反映在操作擴增實境教材時，由於需要整合2D與3D內容，過程中感到困惑和阻礙，這可能影響了他們的學習成效。
(2)科學學習態度、科技接受度與擴增實境教材應用態度：學生在科學學習態度、科技接受度以及擴增實境教材應用態度方面均有顯著的提升。尤其在學生對於科技接受度的認知上，擴增實境教材的操作被視為相對容易，且能有效提升學習效率。不過，對於擴增實境教材應用態度中的「課程感受」構面，顯示出較少顯著差異，原因可能是課程設計連貫性與整體課程的複雜度。
(3)課程發展與實施歷程：在課程實施過程中，難以確認擴增實境教材如何融入於課程中，同時需平衡教材的開放性與學生自主學習的需求。生活化模擬或與連結，較容易引起學生學習興趣。

Recent advances in virtual and augmented reality have enhanced educational methods by bridging imagination and reality. In chemistry, where atomic structures and molecular modeling are abstract, these technologies offer valuable benefits. This study employed the augmented reality (AR) teaching material “Reincarnated to the Hemoglobin ” developed by Tamkang University Center for Science Education, to help students interact with molecular models and visualize the competition between carbon monoxide and oxygen in the bloodstream. The aim was to improve comprehension of complex chemical processes. Targeting college students in General Chemistry, the AR tool was integrated into a flexible lesson plan. A statistical analysis, based on a null hypothesis, was performed to evaluate the effectiveness of this AR-based teaching approach on learning outcomes.
The results of this study are as follows:
(1) Learning Effectiveness: The incorporation of the augmented reality (AR) teaching material “If I Convert to Hemoglobin” into the Chemistry Liberal Studies Curriculum showed a slight improvement in learning effectiveness; however, no significant difference was observed overall. Challenges such as integrating 2D and 3D content may have contributed to student confusion and hindered their learning outcomes.
(2) Attitudes towards Science Learning and Technology: Students' attitudes towards science learning, technology acceptance, and the use of AR materials improved significantly. They found the AR materials relatively easy to use and effective in enhancing learning efficiency. However, there were fewer significant improvements in the “course experience” due to issues with course coherence and curriculum complexity.
(3) Curriculum Development and Implementation: Integrating AR materials into the curriculum proved challenging, particularly in balancing material openness with students' independent learning. Effective simulations and real-life scenario links are likely to increase student engagement and interest in learning.

第一章 緒論 1
第一節 研究背景與研究動機 2
第二節 研究目的與待答問題 5
第三節 名詞定義與解釋 6
第四節 研究限制 9
第二章 文獻探討 10
第一節 教育與擴增實境 10
第二節 科普教育與化學通識 17
第三節 科學學習態度 25
第三章 研究設計與實施 33
第一節 研究方法與研究架構 33
第二節 研究場域與對象 35
第三節 研究流程 37
第四節 研究工具 40
第五節 教材介紹與課程設計 43
第六節 資料處理與分析方法 56
第四章 研究結果與討論 62
第一節 學習成效分析 62
第二節 科學學習態度與科技接受度問卷分析 79
第三節 擴增實境教材融入化學通識課程之感受回饋 88
第五章 結論與建議 93
第一節 結論 93
第二節 建議 100
參考文獻 102
附錄 113
附錄一 【如果我轉生成血紅素】前、後知識測驗題目 113
附錄二 【如果我轉生成血紅素】前、後態度問卷題目 117
附錄三 如果我轉生成血紅素學習單 121

圖次
圖2-1-1 現實—虛擬光譜 10
圖2-2-1 化學中的三種概念 21
圖2-3-1 科學態度關係圖 27
圖3-1-1 研究架構圖 35
圖3-3-1 研究流程圖 39
表次
表2-1-1 標記類型示意圖 13
表2-3-1 「科學態度」與「對科學的態度」關係表 26
表2-3-2 科學學習態度國內外相關研究 30
表3-2-1 個案研究對象之資料 36
表3-5-1 擴增實境教材畫面簡述 44
表3-6-1 「科學學習態度問卷」構面與題目舉例 57
表3-6-2 「擴增實境教材應用量表」構面與題目範例 58
表3-6-3 「科技接受度量表」構面與題目範例 59
表3-6-4 質性研究-學習單資料編碼 60
表3-6-5 質性研究-訪談資料編碼 60
表4-1-1 高低先備知識男女比 63
表4-1-2 課前、課後知識測驗平均數、標準差摘要表 64
表4-1-3 知識前後測驗無母數WILCOXON分析 65
表4-1-4 高、低先備知識者前後測敘述統計 66
表4-1-5 高先備知識者知識前後測驗無母數WILCOXON分析 67
表4-1-6 低先備知識者知識前後測驗無母數WILCOXON分析 67
表4-1-7 學習單平均數、標準差摘要表 68
表4-1-8 學習單分析之個案基本資料 69
表4-1-9 擴增實境觀察表格之撰寫評分標準 71
表4-1-10 學習單第一部分題目 73
表4-1-11 學習單第一部分題目分析 73
表4-1-12 學習單第二部分題目 74
表4-1-13 學習單第二部分題目學生回應統整 75
表4-1-14 學習單課後統整題目 76
表4-1-15 學習單課後統整學生回應統整 77
表4-2-1 課前、課後問卷之平均數、標準差摘要表 79
表4-2-2 科學學習態度 前後測無母數分析摘要表 81
表4-2-3 科技接受度 前後測無母數分析摘要表 82
表4-2-4 擴增實境教材應用態度 前後測無母數分析摘要表 83
表4-2-5 高先備知識者前後態度問卷無母數分析 85
表4-2-6 低先備知識者前後態度問卷無母數分析 86
表4-3-1 訪談者資料表 88

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