| Summary: | 碩士 === 國立臺北科技大學 === 互動設計系 === 107 === The presentation and identification of topographies in geography courses of Taiwan’s secondary schools pose a challenge to the learners with basic capability when it comes to spatial thinking. Currently most augmented reality sandboxes (ARS) in the market feature manual sand accumulation or raining effects. The thesis aims at familiarizing high school students with abilities of summarizing the three-dimensional spaces, identifying topographies as well as hydrological directions and interpreting topographic profiles in geography-concerned courses with ARS and tangible tools, which students can experience real-time imaging of sands with the aid of tablet PCs or create the effects of simulation through the apparatuses. The author also delves into the learning effectiveness of the above-mentioned interactive learning and analyzes the identification in icon designs before and after the revision of the tablet PCs, including common icon designs and uncommon ones.
The thesis adopts literature review, analysis and collection, summarizing the functions as well as applications of ARS circulating in the market and developing the new model of ARS to answer the teaching needs. The author also designs the curriculum of geography with high school teachers and applies it to the lectures. Tenth-grade students from two classes participate in the quasi-experiment and the tests prior and after the experiment, worksheets as well as satisfaction questionnaires will be conducted through the process, and the result of the above will be under statistic analysis. On the other hand, the statistic analysis of icon designs will be conducted through questionnaires and interviews.
In conclusion, students adopting ARS in learning have performed better as a whole and reacted positively in the assessment, providing more creative teaching methods and learning ways for both students and teachers. As for icon designs, it suggests that uncommon icon designs need to be more concrete to be identified. Subjects usually identify the uncommon icons through life experiences and the concept of conventional icons. Those who own art design background or attend graduate schools show similar capability in identifying the icons; however, subjects of different genders show differences when the author analyzes the accuracy of their identification. Overall, common icon designs require shorter time for subjects to identify, who also identify them more accurately, compared to the uncommon ones.
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