The Application of Augmented Reality in Science –Chemistry in Grade Eight

• Main Authors: Hsiao-Yun Sung, 宋曉芸
• Other Authors: Kuei-Fang, Hsiao
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/5a523w

碩士 === 銘傳大學 === 資訊管理學系碩士班 === 97 === The purpose of this study was to investigate Chemistry Augmented Reality Learning system by using Augmented Reality technology. The subjects were 673 students in the 8th grade from 22 classes among four schools in Taiwan and the contents of the CARLs were Chemistry of science in high school levels. These students were divided into four groups including three AR groups and one CAI group. This is an empirical study and data was collected by questionnaires, digital photos and videos. The essential variables are examined, for instance, learning achievement, attitude towards science, the physical activity and the Intensity. The results showed that AR groups of GROUP AR-JUMP, GROUP AR-STRETCH and GROUP AR-BOX suitable for learning knowledge of remember, GROUP KMCAI suitable for learning knowledge of none remember. GROUP AR-JUMP in the medium level (141-220 jumps) would have more positive attitude towards science than in the highest level (≥221 jumps). GROUP AR-STRETCH in the medium level (51-100 flexings) would have more positive attitude towards science than in the highest level (≥101 flexings). GROUP AR-BOX in the medium level (231-315 boxings) would have more positive attitude towards science than in the lowest level (≤230 boxings). GROUP AR-JUMP in the lower level (RPE <11) would have more positive learning achievement than in the medium level (11≤ RPE ≤15) and highest level (RPE >15). GROUP AR-BOX the lower level (RPE <11) would have more positive learning achievement than in the medium level (11≤ RPE ≤15). In this study, we compare with AR systems in recent years and future studies should be alerted to these information and suggestions.