Cooperative Augmented Reality for 3D Geometry Learning

• Main Authors: Po-Yi Ho, 何柏儀
• Other Authors: 江憲坤
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/42470315867236928602

碩士 === 國立彰化師範大學 === 資訊管理學系所 === 101 === Geometry is the main focus of five major mathematics learning courses in Taiwan, but traditional geometric teaching emphasizes the logical deductive reasoning and ignores the analysis of the spatial relationships among geometric objects(Freudenthal, 1973). Therefore, students are confused and frustrated in geometry learning. In recent years, due to the advances in technology, the application of Augmented Reality to computer-assisted instruction offers students new ways to interact and communicate with objects. Cooperative learning can improve students’ inter-communication and interaction in learning, and further enhance students' learning motivation and learning effectiveness. This study intends to build a Cooperative Augmented Reality Learning System (CARLS) for the learning of elementary geometry. Subjects consist of 93 six-grade students from three intact classes at a elementary school in central Taiwan. They were divided into three groups: the traditional instruction group (control group), the AR instruction group (experimental group A) and the CAR instruction group (experimental group B). The results showed that students using the CAR instruction performed significantly better than those using the AR instruction and the traditional instruction, but there is no significant difference between the AR instruction and the traditional instruction. As for the system usability, cooperative learning can indeed enhance communication and interaction during AR teaching, and CAR instruction’s system usability performed significantly better than AR instruction.