The Effects of AR Learning Assistance Tools and Prior Knowledge on Junior High School Students’ Performance and Motivation toward Scratch Project-based Game Making Learning

• Main Authors: Chi, Lou-Yi, 錡洛誼
• Other Authors: Chen, Ming-Puu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4c44mh

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 105 === The purpose of this study was to investigate the effects of different instructional strategies, learning assistance tools and prior knowledge on junior high school students’ performance and motivation toward Scratch project-based game making. A quasi-experimental design was employed and the independent variables were types of instructional strategies, learning assistance tools and prior knowledge. The dependent variables were the students’ learning performance and motivation. The participants were eighth graders. The results revealed that (a) for knowledge comprehension performance, high-prior knowledge group outperformed the low-prior knowledge group. , whereas there was no significant difference between the different instructional strategies group and learning assistance tools group; and (b) as for knowledge application, the interaction between instructional strategies and learning assistance tools is significant, the AR-learning assistance tool group outperformed the paper-learning assistance tool group while using the game-design learning instructional strategie, and the game-design learning instructional strategie group outperformed the working-examples instructional strategie group while using the AR-learning assistance tool; the interaction between learning assistance tools and prior knowledge is significant, the high-prior knowledge group outperformed the low-prior knowledge group while using the paper-learning assistance tool, and the AR-learning assistance tool is better than paper-learning assistance tool for low-prior knowledge learners; (c) as for learning motivation, all participants showed positive motivation toward the employed learning assistance tools and the augmented reality group revealed higher degree motivation than the paper group; and the game-design learning group revealed higher degree motivation than the working-examples group.