Development of an Experiential Augmented Reality Learning System to Explore Students’ Emotional Competence in Natural Science Education

• Main Authors: Yu-Wen Chou, 周俞彣
• Other Authors: Tien-Chi Huang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/y67p3c

碩士 === 國立臺中科技大學 === 資訊管理系碩士班 === 102 === The study designed an outdoor experiential augmented reality learning system to guide students to follow the four processes of experiential learning in outdoor environments: experience, reflection, induction and application. During the learning process, students tested their emotions before and after learning via the system on their own and give feedback on their motions. The system explored the differences among using different learning tools (augmented reality system and paper handouts) and the existence or absence of a guide. Students were divided into three groups: AR group, AR guiding group and traditional group. The purpose of the study was to investigate whether there were differences in experiential learning activities, emotions and learning effects among the three groups. The learning contents of the study were in line with the curriculum indicators of the Grade 1-9 curriculum, and the botanical garden was the research field. Four learning topics were established: Taitung cycads area, Central lowland, Monsoon rainforest and Tropical rainforest. The experimental group included AR group, and AR guiding group. The AR system was used as learning support materials for the AR guiding group. The difference between the two groups was that the AR guiding group had a guide; the traditional group used paper handouts. All three groups must observe the same plant and animal learning materials. The experiment results showed that there were significant differences in "participation," "ability," and "interest" in experiential learning between the AR guiding group and the traditional group. And there was no significant difference in the aspect of "challenge." Finally, quantitative information was used for statistical analysis of students’ experiential learning performance, emotions and learning effects. Six students were randomly selected for in-depth interviews. 1.Experiential learning activities using different learning tools and systems with a guide affected the experiential learning performance, emotions and learning effects of students. 2.The use of AR system allowed students have better performance in the aspects of participation, ability and interest. 3.The use of the AR system enhanced positive learning emotion.