Influences of Spatial Ability on Cognitive Load While Employing Synchronized Multi-display Augmented Reality

• Main Authors: Wang, Ya-Tang, 王雅唐
• Other Authors: Wang, Chang-Hwa
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/58762733650447264993

碩士 === 國立臺灣師範大學 === 圖文傳播學系 === 105 === 　The abstract concept seems to be difficult in learning and teaching for natural science education. The traditional teaching can hardly materialize abstract concepts in teaching, causing students’ misconceptions. In recent years, it’s believed that auxiliary digital materials can be effectively used to improve the teaching method, of which augmented reality is one of the methods. However, design principles in some textbooks point out that different presentation of textbooks will exert influence on the learners' cognitive load. Therefore, it is worthy of attention for the cognitive load of learners caused by the teaching materials and teaching methods change. 　Contrast to the application of augmented reality in traditional teaching, the synchronized multi-display augmented reality system is used in this study. The synchronized multi-display adopts linked augmented reality to display augmented reality, which enables students to learn several concepts once. The synchronized multi-display augmented reality is adopted for teaching Phases of the Moon, in which the imaging difference with the effect of single image and traditional teaching slides is researched. The phase of the moon and tide, which is easy to cause the misconception in science education, is taken as the theme, and the spatial ability is added as individual learners’ variables.Research subjects were divided into three groups, respectively, the traditional image slides, single-display augmented reality and synchronized multi-display augmented reality. The spatial scale test was conducted before this step, which can determine high, middle and low ability individuals. Next, one hour of teaching experiment is carried out. The unit test and the cognitive load scale was applied to investigate the different teaching methods and different spatial abilities’ influence on cognitive load and teaching method in the phases of the moon teaching. 　The results found that the teaching method and the spatial ability had no significant impact on cognitive load, demonstrating that the use of augmented reality into moon phase teaching will not bring additional cognitive load to the learner; in terms of learning effectiveness, no interaction exists in teaching method and spatial ability. Independently, single image group was better than the other two groups and high space ability group was also better than the other two groups.Therefore, according to this research, the augmented reality will not cause additional cognitive load even if being included in the curriculum. However, the applicability of learning objects shall also be considered so as to enhance their learning effectiveness.