| Summary: | 碩士 === 國立中興大學 === 資訊管理學系所 === 107 === Over the years, with the progress of science and technology, the functions and performance of Mobile Devices have been enhanced and the volume is more sophisticated. At the same time, its applications have been more innovative. More importantly, through the influence of the Internet and the help of artificial intelligence, the combination of diversified content, information and action vehicles has made the application more extensive. On the other hand, in order to cope with the new syllabus, high school students are bound to adopt more effective ways to enhance their competitive advantages. Therefore, this study intends to explore whether there are differences in learning styles between high school students and different learning styles.
The purpose of this study is to know the different learning styles of high school students to learn the Classical Chinese Literature about learning effectiveness and learning, motivation, The researcher build an augmented reality learning system, and try to combine Classical Chinese Literature and augmented reality. In the study, the researcher also want to find out the following questions: 1. Can augmented reality technology be used to improve learning motivation in high school Classical Chinese Literature ? 2. Can augmented reality technology be used to improve learning effectiveness in high school Classical Chinese Literature ? 3. Do different genders have different satisfaction of learning materials after students use Augmented Reality APP ? 4. Do different genders have different learning motivation ? 5. Do different genders have different learning effectiveness ?
This experimental study used a quasi-experimental method and a questionnaire survey method for a high school student in Taichung City. The quasi-experimental method and the questionnaire survey method were used to design an experiment to augment the reality method as a learning system, through pre-test and post-test. Test rolls, learning, motivation scales, and user operation satisfaction scales are analyzed and explored. Through the experimental results, it is found that the use of augmented reality technology for teaching can improve the learning outcomes of students. Compared with the general teaching methods, it also has a higher performance improvement effect, but there is no significant difference in gender causes. Teaching with augmented reality technology can improve students'' learning motivation. Compared with general teaching methods, it also has a higher improvement effect. At the same time, it also has a higher improvement effect of gender causes, and female students. The motivation for learning is higher than that for male students. As for the satisfaction of learning materials, there is no significant difference between male students and female students, but satisfactory results are obtained for the systematic learning materials.
|
|---|
