| 摘要: | 探究式學習至今已經發展許多年，許多國家更是將探究式學習納入K-12的學習範疇中，但是這樣的一個學習方式卻沒有一個有效而且即時的紀錄方式，故本論文提出利用適地性擴增實境讓學生沉浸於探究式學習的過程，使用手持式系統即時記錄觀察物件，並提供學習者在手持裝置中能相互對談與討論，進而增進學習者在知識程度的提昇。探究式學習的過程包含五項步驟，從提出問題，嘗試回答問題，激發創造性概念，形成多人討論，最後依據論述定出最終的定論，並從定論中發現更深層的問題，產生新問題的循環。因此，為了深入了解學習者在適地性擴增實境之線上知識分享討論行為，本文將利用IAM互動分析模型探討多人知識討論行為來了解適地性擴增實境對學生在知識層次深度之差異。學習者為北部某一國小四年級學生共57人，其中實驗組28人、控制組29人分別於戶外、教室內進行學習，過程先由老師做觀察引導，接著讓學習者觀察水生植物、相互提出問題與相互回答問題，最後再由學習者做一次完整的口頭觀察問答報告。從這樣的學習活動中，結果發現適地性擴增實境結合戶外探究式學習能提高知識分享層次，達到高層次思考與認知，實驗組在分析及定論層次的比例高於控制組，且控制組離題次數遠高於實驗組，所以建議未來的探究式教學模式可以採用適地性擴增實境讓學習者有更深入的知識分享與討論。
Inquiry-based learning has been developed for years. Many countries have even managed inquiry-based learning into the K-12 learning category. However, this type of learning method does not provide an efficient and effective way to record. Therefore, this paper proposes the idea of using location-based augmented reality that allows students to immerse themself in the process of inquiry learning by using handheld system to record observation of objects in real time. With the handheld devices, it provides a platform for learners to talk and discuss with each other, which further enhance the learner’s level of knowledge.
Inquiry-based learning process consists of five steps: asking questions, trying to answer questions, stimulating creative concepts, forming people discussing, and generating final conclusions based on the discussions to develop a more in depth question that starts a new problem cycle. In order to understand online knowledge sharing behavior of learners using the location-based augmented reality, we will use analytical models IAM to explore multiplayer interactive behavior of knowledge discussion, which also helps to understand the difference in location-based augmented reality on students' depth of knowledge level.
The selected targets are 57 fourth year students in a northern elementary school. Among them, 28 are placed into the experimental group, and 29 to the control group, learning respectively in classroom and outdoor. The teacher would first do observation guidance during the process, then allow learners to observe aquatic plants, asking questions to each other and mutual answer questions, and do a complete oral observations question reports.
This result shows that location-based augmented reality combines outdoor inquiry-based learning can improve the level of knowledge sharing, achieving high-level thinking, and cognition from such learning activities. The experimental group in the analysis and conclusions levels is higher than the control group. Moreover, the control group off-topic number is much higher than the experimental group. We suggest that future inquiry teaching mode can be used location-based augmented reality so that learners have a deeper knowledge sharing and discussion. |
