| Summary: | 碩士 === 東吳大學 === 資訊管理學系 === 101 === In recent years, the advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning and situated learning, in which students are able to learn via mobile devices without limitation of time and space. The design of teaching models in ubiquitous learning environment has been widely discussed to investigate the effectiveness of ubiquitous learning in various courses, such as natural science, English, mathematics, etc. In such a learning environment, students need to face the learning objectives in real-world and the learning materials digital-world in digital world at the same time. Their learning effectiveness could be significantly affected owing to the spilt-attention effect and high cognitive load, which might further influence their learning performance. Therefore, it is still a challenging issue to provide more effective learning methods to benefit students learning in real-world environment. To cope with this problem, this study attempts to develop an augmented reality context-aware u-learning system.In this system, repertory grid method has been conducted to the augmented reality sustem to assist the students to learning in the real-world. It is expected that the learning system assist the students in constructing their personal knowledge during the learning activity.
To evaluate the effectiveness of the proposed approach, an augmented reality context-aware u-learning system has been developed and an experiment has been conducted in an elementary school natural science course to examine the students’ performance in terms of their learning attitudes, learning motivation, self-efficacy and learning achievements. Moreover, with the assistant of the augmented reality technology, the real-world learning targets and the relevant digital content can be presented to the students in a properly integrated way to reduce the spilt-attention effect. After conducting the experiment, the student’s’ learning performance with different cognitive style have also been discussed.
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