The Effects of Spatial Ability and Learning Attitude on Science Learning Achievement when Augmented-reality-enhanced Scheme is Applied

• Main Authors: Chen, Yung-Hsuan, 陳永軒
• Other Authors: Wang, Chang-hwa
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/84808139800336147978

碩士 === 國立臺灣師範大學 === 圖文傳播學系 === 102 === During the past 50 years, scientific education has granted a great deal of attentions. scientific education is indispensable for an educated modern citizen. The enhancement of scientific literacy becomes one of the nation’s primary goals on science education. Currently, Augmented Reality (AR) is new technology that combines the real word with virtual objects which allows the users to interact between virtuality and reality. The aim of this study is to develop a set of application with mobile AR and use this application to help students learn science concepts concerning biology. One intact class with 32 junior high school students participate in the study. The quantitative analysis of the questionnaires is conducted through descriptive statistics, t-test and ANCOVA in order to understand the effects on students with different spatial ability and different scientific attitude. This paper shows that through AR assisted learning, students’ learning achievement and scientific interest are significantly improved. Students with low spatial ability have significant improvement on learning achievement than those with high high spatial ability. Students with low scientific attitude show higher learning interests than those with high scientific attitude. In addition, most students are willing to use this AR application in these future study.