第五章 結論與建議
第二節 建議
正如同 Weng、Cheng、Wang 和 Liu(2012)所提,顯示與定位是擴增實境的兩個關鍵問題,
在本研究的實驗過程,即因定位的問題造成使用者覺得使用不便,在未來相關的研究中,影 適合的。另外在網路與伺服器的配置上,由於採用 Electro Server 在記憶體的配置效率上並不 甚理想,造成當資料量一大時,伺服器的記憶體便會大量消耗掉,因此伺服器的記憶體勢必 需增大。同時由於系統是透過網路進行資料交換,因此網路的頻寬,乃至於交換器的處理速 度,皆會影響使用結果。以實驗現場的設備而言,當同時容納 30 部電腦進行資料傳輸時,在
62
63
參考文獻
Akdemir, E., & Arslan, A. (2012). From Past to Present: Trend Analysis of Cooperative Learning Studies. Procedia - Social and Behavioral Sciences, 55(0), 212-217. doi:
10.1016/j.sbspro.2012.09.496
Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16(4), 295-309. doi: 10.1016/j.learninstruc.2006.07.002
Archee, R. (2012). Reflections on Personal Learning Environments: Theory and Practice. Procedia - Social and Behavioral Sciences, 55(0), 419-428. doi: 10.1016/j.sbspro.2012.09.520
Aziz, K. A., Aziz, N. A. A., Yusof, A. M., & Paul, A. (2012). Potential for Providing Augmented Reality Elements in Special Education via Cloud Computing. Procedia Engineering, 41(0), 333-339. doi: 10.1016/j.proeng.2012.07.181
Aziz, Z., & Anowar Hossain, M. (2010). A comparison of cooperative learning and conventional teaching on students’ achievement in secondary mathematics. Procedia - Social and
Behavioral Sciences, 9(0), 53-62. doi: 10.1016/j.sbspro.2010.12.115
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent Advances in Augmented Reality. IEEE Comput. Graph. Appl., 21(6), 34-47. doi:
10.1109/38.963459
Baghcheghi, N., Koohestani, H. R., & Rezaei, K. (2011). A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings. Nurse Education Today, 31(8), 877-882. doi:
10.1016/j.nedt.2011.01.006
Bergig, O., Hagbi, N., El-Sana, J., & Billinghurst, M. (2009). In-place 3D sketching for authoring and augmenting mechanical systems. Paper presented at the Proceedings of the 2009 8th IEEE
64
International Symposium on Mixed and Augmented Reality.
Billinghurst, M., Kato, H., and Poupyrev, I. (2001). The MagicBook: a transitional AR interface.
Computer & Graphics, 25(5), 745-753. doi:10.1016/S0097-8493(01)00117-0
Birchfield, D., & Megowan-Romanowicz, C. (2009). Earth science learning in SMALLab: a design experiment for mixed reality. International Journal of Computer-supported Collaborative Learning, 4(4), 403–421. Doi:10.1007/s11412-009-9074-8.
Brom, C., Preuss, M., & Klement, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. Computers &
Education, 57(3), 1971-1988. Doi: 10.1016/j.compedu.2011.04.007.
Bronack, S. C. (2011). The role of immersive media in online education. Journal of Continuing Higher Education, 59(2), 113–117. Doi:10.1080/07377363.2011.583186
Capper, J. (2001). E-learning growth and promise for the developing world. TechKnowLogia, Retrieved from
http://www.techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp?FileType=PDF&
ArticleID=266
Card, S. K., Mackinlay, J. D. & Shneiderman, B. (1999). Readings in Information Visualization:
Using Vision to Think. San Francisco: Morgan Kaufmann Publishers Inc
Chen, C., Wu, J., & Yang, S. (2006). The efficacy of online cooperative learning systems: the perspective of task-technology fit. Campus-Wide Information Systems, 23(3), 112–127.
Chen, C.-M., & Tsai, Y.-N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652. doi:
10.1016/j.compedu.2012.03.001
Chen, Y.-C. (2006). A study of comparing the use of augmented reality and physical models in chemistry education. Paper presented at the Proceedings of the 2006 ACM international
65
conference on Virtual reality continuum and its applications, Hong Kong, China.
Chen, Y.-C., Chi, H.-L., Hung, W.-H., & Kang, S.-C. (2011). Use of tangible and augmented reality models in engineering graphics courses. Journal of Professional Issues in Engineering
Education and Practice, 137(4), 267–276.
Chiang, H.-K., Chou, Y.-Y., Chang, L.-C., Huang, C.-Y., Kuo, F.-L., & Chen, H.-W. (2011). An augmented reality learning space for PC DIY. Paper presented at the Proceedings of the 2nd
Augmented Human International Conference, Tokyo, Japan.
Cho, M., Demei, S., & Laffey, J. (2010). Relationships between self-regulation and social experiences in asynchronous online learning environments. Journal of Interactive Learning Research, 21(3), 297–316.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. doi: 10.1016/j.iheduc.2011.06.002
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 13(3), 319-340. Doi: dx.doi.org/10.2307/249008
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (in press). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity(2012). doi: 10.1016/j.tsc.2012.07.004
De Corte, E., Verschaffel, L., Entwistle, N., & van Merriënboer, J. (2003). Powerful learning environments. Amsterdam: Pergamon.
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69.
Doi:10.1126/science.1167311.
Di Serio, Á ., Ibáñez, M. B., & Kloos, C. D. (in press). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education(2012). doi:
66
10.1016/j.compedu.2012.03.002
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology, 18(1), 7-22. doi: 10.1007/s10956-008-9119-1
Ebel, R. L., & Frisbie, D. A. (1986). Essentials of educational measurement. Englewood Cliffs, NJ:
Prentice-Hall.
Echeverría, A., Améstica, M., Gil, F., Nussbaum, M., Barrios, E., & Leclerc, S. (2012). Exploring different technological platforms for supporting co-located collaborative games in the
classroom. Computers in Human Behavior, 28(4), 1170-1177. Doi: 10.1016/j.chb.2012.01.027.
El Sayed, N. A. M., Zayed, H. H., & Sharawy, M. I. (2011). ARSC: Augmented reality student card.
Computers & Education, 56(4), 1045-1061. doi: 10.1016/j.compedu.2010.10.019
Ertner, P.-Z., Richardson, J.-C., Belland, B., Camin, D., Connolly, P., Coulthard, G., et al. (2007).
Using peer feedback to enhance the quality of student online postings: An exploratory study.
Journal of Computer Mediated-Communication, 12, 412–433.
Fan, W. (2012). An experimental comparison of the flexibility in the use of thinking styles in traditional and hypermedia learning environments. Thinking Skills and Creativity, 7(3), 224-233. doi: 10.1016/j.tsc.2012.04.007
Fatemeh, H., Ahmad, K., & Mohammad, D. M. (2011). ICMAP: An interactive tool for concept map generation to facilitate learning process. Procedia Computer Science, 3(0), 524-529. doi:
10.1016/j.procs.2010.12.087
Freitas, R., & Campos, P. (2008). SMART: a SysteM of Augmented Reality for Teaching 2nd grade students. Paper presented at the Proceedings of the 22nd British HCI Group Annual
Conference on People and Computers: Culture, Creativity, Interaction - Volume 2, Liverpool, United Kingdom.
67
Gardner, P. L. (1970). Test Length and the Standard Error of Measurement. Journal of Educational Measurement, 7(4), 271–273. doi: 10.1111/j.1745-3984.1970.tb00728.x
Gay, L. R. (1992). Educational research: Competecies for analysis and application (4th ed.). New York: Merrill.
Hänze, M., & Berger. R. (2007). Cooperative learning, motivational effects, and student
characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41. Doi:
10.1016/j.learninstruc.2006.11.004
Haworth, C. M. A., Davis, O. S. P., Hanscombe, K. B., Kovas, Y., Dale, P. S., & Plomin, R. (in press). Understanding the science-learning environment: A genetically sensitive approach.
Learning and Individual Differences(2012). doi: 10.1016/j.lindif.2012.07.018
Haworth, C. M. A., Kovas, Y., Dale, P. S., & Plomin, R. (2008). Science in elementary school:
Generalist genes and school environments. Intelligence, 36, 694-701. Doi:
http://dx.doi.org/10.1016/j.intell.2008.04.002.
Hawthorne, K., Prout, H., Kinnersley, P., & Houston, H. (2009). Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity. Patient Education and Counseling, 74(1), 5-11. doi: 10.1016/j.pec.2008.07.056
Hornecker, E., & Dünser, A. (2008). Of pages and paddles: children’s expectations and mistaken interactions with physical–digital tools. Science Direct, 21, 95–107.
Hsieh, P.-A. J., & Cho, V. (2011). Comparing e-Learning tools’ success: The case of instructor–
student interactive vs. self-paced tools. Computers & Education, 57(3), 2025-2038. doi:
10.1016/j.compedu.2011.05.002
Huizenga, J., Admiraal, W., Akkerman, S., & ten Dam, G. (2009). Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile-city game. Journal of
68
Computer Assisted Learning, 25(4), 332–344. doi:
http://dx.doi.org/10.1111/j.1365-2729.2009.00316.x
Hwang, G.-J., & Chang, H.-F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031. doi: http://dx.doi.org/10.1016/j.compedu.2010.12.002
Hwang, G.-J., Wu, P.-H., & Ke, H.-R. (2011). An interactive concept map approach to supporting mobile learning activities for natural science courses. Computers & Education, 57(4), 2272-2280. doi: 10.1016/j.compedu.2011.06.011
Johnson, E. P., Perry, J., & Shamir, H. (2010). Variability in reading ability gains as a function of computer-assisted instruction method of presentation. Computers & Education, 55(1), 209–
217.
Jung, J., Ha, J., Lee, S.-W., Rojas, F. A., & Yang, H. S. (2012). Efficient mobile AR technology using scalable recognition and tracking based on server-client model. Computers & Graphics, 36(3), 131-139. doi: 10.1016/j.cag.2012.01.004
Kaufmann, H., & Schmalstieg, D. (2003). Mathematics and geometry education with collaborative augmented reality. Computers & Graphics, 27(3), 339-345. doi:
10.1016/s0097-8493(03)00028-1
Kato, H., & Billinghurst, M. (1999). Marker Tracking and HMD Calibration for a Video-Based Augmented Reality Conferencing System. Paper presented at the Proceedings of the 2nd IEEE
and ACM International Workshop on Augmented Reality.
Kiyokawa, K., Billinghurst, M., Hayes, S. E., Gupta, A., Sannohe, Y., & Kato, H. (2002).
Communication Behaviors of Co-Located Users in Collaborative AR Interfaces. Paper presented at the Proceedings of the 1st International Symposium on Mixed and Augmented Reality, 139-148.
69
Kesim, M., & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. Procedia - Social and Behavioral Sciences, 47(0), 297-302. doi:
10.1016/j.sbspro.2012.06.654
Kotranza, A., Lind, D. S., Pugh, C. M., & Lok, B. (2009, October). Real-time in-situ visual
feedback of task performance in mixed environments for learning joint psychomotor-cognitive tasks (pp. 125–134). Paper presented at the 8th IEEE international symposium on mixed and augmented reality (ISMAR), Orlando, FL. Doi:10.1109/ISMAR.2009.5336485.
Lee, J. Y., Seo, D. W., & Rhee, G. W. (2011). Tangible authoring of 3D virtual scenes in dynamic augmented reality environment. Computers in Industry, 62(1), 107-119. doi:
10.1016/j.compind.2010.07.003
Lee, S. W.-Y., & Tsai, C.-C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning.
Computers in Human Behavior, 27(2), 905-914. doi:
http://dx.doi.org/10.1016/j.chb.2010.11.016
Li, L., Liu, X., & Steckelberg, A. L. (2010). Assessor or assessee: how student learning improves by giving and receiving peer feedback. British Journal of Educational Technology, 41, 525–536.
Liaw, S. S., & Huang, H. M. (2007). Developing a collaborative e-learning system based on users’
perceptions. Lecture Notes in Computer Science, 4402, 751–759.
Lin, C. Y., Cheng, Y. J., Chang, Y. T., & Hu, R. P. (2002). The use of Internet-based learning in biology. Innovations in Education and Teaching International, 39(3), 237–242.
Lin, Z.-C. (in press). Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency. Nurse Education
Today(2012). doi: 10.1016/j.nedt.2011.12.006
Liu, T. Y., Tan, T. H., and Chu, Y. L. (2007). 2D barcode and augmented reality supported English
70
learning system. Paper presented at the Proceedings of the 6th IEEE/ACIS International
Conference on Computer and Information Science, 5-10, Melbourne, Qld. DOI:
http://dx.doi.org/10.1109/ICIS.2007.1
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33, 263–275.
Low, A. L. Y., Low, K. L. T., & Koo, V. C. (2003). Multimedia learning systems: a future interactive educational tool. The Internet and Higher Education, 6(1), 25-40. doi:
10.1016/s1096-7516(02)00160-4
Johnson , D.W. & Johnson , R.T. (1999). Learning Together and Alone: Cooperative, Competitive,
& Individualistic Learning. Needham Heights. M: Allyn and Bacon.
Magner, U. I. E., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (in press). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and Instruction(2012). doi:
10.1016/j.learninstruc.2012.07.002
Mantovani, F., & Castelnuovo, G. (2003). Sense of presence in virtual training: enhancing skills acquisition and transfer of knowledge through learning experience in virtual environments. In G. Riva, F. Davide, & W. A. Ijsselstein (Eds.), Being There: Concepts, effects and
measurements of user presence in synthetic environments (pp. 168-181). Amsterdam: Ios Press.
Martin-Gutierrez, J., Guinters, E., & Perez-Lopez, D. (2012). Improving Strategy of Self-Learning in Engineering: Laboratories with Augmented Reality. Procedia - Social and Behavioral Sciences, 51(0), 832-839. doi: 10.1016/j.sbspro.2012.08.249
Martín-Gutiérrez, J., Luís Saorín, J., Contero, M., Alcañiz, M., Pérez-López, D. C., & Ortega, M.
(2010). Design and validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics, 34(1), 77-91. doi: 10.1016/j.cag.2009.11.003
71
Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., & Peire, J. (2011). New technology trends in education: Seven years of forecasts and convergence. Computers & Education, 57(3), 1893-1906. doi: 10.1016/j.compedu.2011.04.003
McMahon, T. (2006). Teaching for more effective learning: Seven maxims for practice.
Radiography, 12(1), 34-44. doi: 10.1016/j.radi.2005.03.009
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–6.
Nam, C. W., & Zellner, R. D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers &
Education, 56(3), 680-688. doi: 10.1016/j.compedu.2010.10.010
Nee, A. Y. C., Ong, S. K., Chryssolouris, G., & Mourtzis, D. (2012). Augmented reality applications in design and manufacturing. CIRP Annals - Manufacturing Technology, 61(2), 657-679. doi:
http://dx.doi.org/10.1016/j.cirp.2012.05.010
Nijhuis, J., Segers, M., & Gijselaers, W. (2008). The extent of variability in learning strategies and students' perceptions of the learning environment. Learning and Instruction, 18(2), 121-134.
doi: 10.1016/j.learninstruc.2007.01.009
Ozkal, K., Tekkaya, C., Cakiroglu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences, 19(1), 71-79. doi:
10.1016/j.lindif.2008.05.005
Pan, Z., Cheok, D. A., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20-28. DOI:
http://doi.acm.org/10.1016/j.cag.2005.10.004.
Pérez-López, D., Contero, M., & Alcaniz, M. (2010). Collaborative development of an augmented
72
reality application for digestive and circulatory systems teaching. Paper presented at the
Proceedings of the 10th IEEE international conference on advanced learning technologies, 173–175.
Proserpio, L., & Gioia, D. A. (2007). Teaching the virtual generation. Academy of Management Learning & Education, 6(1), 69–80.
Peters Burton, E., Frazier, W., Annetta, L., Lamb, R., Cheng, R., & Chmiel, M. (2011). Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers.
Journal of Technology and Teacher Education, 19(3), 303-329.
Rohaya, D., Rambli, A., Matcha, W., Sulaiman, S., & Nayan, M. Y. (2012). Design and
Development of an Interactive Augmented Reality Edutainment Storybook for Preschool. IERI Procedia, 2(0), 802-807. doi: http://dx.doi.org/10.1016/j.ieri.2012.06.174
Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31–45.
Doi:10.1007/s10956-006-9036-0
Ruchter, M., Klar, B., & Geiger, W. (2010). Comparing the effects of mobile computers and
traditional approaches in environmental education. Computers & Education, 54(4), 1054-1067.
Doi: 10.1016/j.compedu.2009.10.010
Salmi, H., Kaasinen, A., & Kallunki, V. (2012). Towards an Open Learning Environment via
Augmented Reality (AR): Visualising the Invisible in Science Centres and Schools for Teacher Education. Procedia - Social and Behavioral Sciences, 45(0), 284-295. doi:
10.1016/j.sbspro.2012.06.565
Santana-Mancilla, P. C., García-Ruiz, M. A., Acosta-Diaz, R., & Juárez, C. U. (2012). Service Oriented Architecture to Support Mexican Secondary Education through Mobile Augmented Reality. Procedia Computer Science, 10(0), 721-727. doi: 10.1016/j.procs.2012.06.092
73
Schmalstieg, D., Fuhrmann, A., & Hesina, G. (2000). Bridging multiple user interface dimensions with augmented reality. Paper presented at the Proceedings of IEEE and ACM International
Symposium on Augmented Reality 2000. Germany.
Sedig, K., Rowhani, S., & Liang, H. (2005). Designing interfaces that support formation of cognitive maps of transitional processes: an empirical study. Interacting with Computers, 17, 419-452.
Sharma, P., & Hannafin, M. (2007). Scaffolding in technology-enhanced learning environments.
Interactive Learning Environments, 15(1), 27-46.
Shee, D., & Wang, Y. H. (2008). Multi-criteria evaluation of the web-based e-learning system: a methodology based on learner satisfaction and its applications. Computers & Education, 50, 894–905.
Slavin, R. E. (1995). Cooperative learning: Theory, research and practice (2nd ed.). Boston: Allyn and Bacon.
Squire, K., & Jan, M. (2007). Mad city mystery: developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. Doi:10.1007/s10956-006-9037-z.
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371–413. Doi:10.1080/10508400701413435.
Stewart, T., MacIntyre, W., Galea, V., & Steel, C. (2007). Enhanceing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using challenged FRAP.
Interactive Learning Environments, 15(1), 77-91.
Udo, G. J., Bagchi, K. K., & Kirs, P. J. (2011). Using SERVQUAL to assess the quality of e-learning experience. Computers in Human Behavior, 27, 1272–1283.
van Krevelen, D. W. F., & Poelman, R. (2010). A Survey of Augmented Reality Technologies,
74
Applications and Limitations. The International Journal of Virtual Reality, 9(2), 1-20. doi:
citeulike-article-id:8213624
Vandewaetere, M., Desmet, P., & Clarebout, G. (2011). The contribution of learner characteristics in the development of computer-based adaptive learning environments. Computers in Human Behavior, 27(1), 118-130. doi: 10.1016/j.chb.2010.07.038
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Vekli, G. S., & Cimer, A. (2012). Designing Computer Assisted Problem Based Learning
Environment in the Subject of Endocrine System in Human Beings for High School Biology.
Procedia - Social and Behavioral Sciences, 47(0), 303-310. doi: 10.1016/j.sbspro.2012.06.655
Wang, H.-S., Chiu, C.-W. (2011). The Design and Implementation of On-Line Multi-User
Augmented Reality Integrated System. In Andrew Y. C. N. (Ed.), Augmented Reality - Some Emerging Application Areas (pp. 227-242). InTech. DOI: 10.5772/26505
Weiss, C. (2011, December 20). 5 E-Learning Forecasts for 2012. Retrieved from http://elearninfo247.com/2011/12/20/5-e-learning-forecasts-for-2012/
Weng, D., Cheng, D., Wang, Y., & Liu, Y. (2012). Display systems and registration methods for augmented reality applications. Optik - International Journal for Light and Electron Optics, 123(9), 769-774. Doi: http://dx.doi.org/10.1016/j.ijleo.2011.05.033
Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163. doi: 10.1016/j.system.2011.05.004
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62(0), 41-49. doi:
10.1016/j.compedu.2012.10.024
Yang, J. C., Chen, C. H., & Jeng, C. M. (2010). Integrating video-capture virtual reality technology
75
into a physically interactive learning environment for English learning. Computers &
Education, 55(3), 1346-1356. doi: 10.1016/j.compedu.2010.06.005
Yang, S. C., & Liu, S. F. (2005). The study of interactions and attitudes of third-grade students' learning information technology via a cooperative approach. Computers in Human Behavior, 21(1), 45-72. doi: http://dx.doi.org/10.1016/j.chb.2004.02.002
Zigic, S., & Lemckert, C. J. (2007). Development of an interactive computer-based learning strategy to assist in teaching water quality modelling. Computers & Education, 49(4), 1246-1257. doi: http://dx.doi.org/10.1016/j.compedu.2006.01.011
76
77
國語閱讀課程後測問卷
興趣態度
非常
同意 同意 普通 不同意 非常 不同意
1.我覺得國語的課程是有趣的 □ □ □ □ □
2.我覺得學習國語是很重要的 □ □ □ □ □
3.我覺得上國語課是有意義的 □ □ □ □ □
4.我覺得把國語學好是值得的 □ □ □ □ □
5.我覺得把國語學好是很重要的 □ □ □ □ □
6.和國語課有關的內容會吸引我的興趣 □ □ □ □ □
7.我會積極的去尋找更多與課程相關的知識 □ □ □ □ □
8.我會在上課前先做預習的動作 □ □ □ □ □
9.我會在上課後做複習的動作 □ □ □ □ □
10.比起其他科目,我會花比較多時間在國語上 □ □ □ □ □
78
79
80
81
英語拼字課程後測問卷
興趣態度
非常
同意 同意 普通 不同意 非常 不同意
1.我覺得英語的課程是有趣的 □ □ □ □ □
2.我覺得學習英語是很重要的 □ □ □ □ □
3.我覺得上英語課是有意義的 □ □ □ □ □
4.我覺得把英語學好是值得的 □ □ □ □ □
5.我覺得把英語學好是很重要的 □ □ □ □ □
6.和英語課有關的內容會吸引我的興趣 □ □ □ □ □
7.我會積極的去尋找更多與課程相關的知識 □ □ □ □ □
8.我會在上課前先做預習的動作 □ □ □ □ □
9.我會在上課後做複習的動作 □ □ □ □ □
10.比起其他科目,我會花比較多時間在英語上 □ □ □ □ □
82
83
84
附錄二、專家檢驗修正問卷
85
86
87
88
89
90
91
92
93
94
附錄三、學習成效測驗初稿
拼字練習:請依照中文的意思,用每題的字母排列出正確的單字
1. 快樂的:_______________
p a p h y
2. 生日:_________________
b a d t h i r y
3. 旗子:_________________
a f g l
4. 第十:_________________
t t h n e
5. 共和國:_______________
p c u l b i e r
6. 中國:_________________
a c i n h
7. 遊行:_________________
a p a r e d
8. 聽:___________________
h a r e
9. 總統:_________________
s e n p r e t i d
10. 煙火:_________________
k w r e f o i r
95
寫注音國字
1 . ( )﹁觔﹂斗 2. ( ) 賞﹁賜﹂
3. ( )「 彌 」補 4. ( )「 蹬 」腳
選詞填寫
大驚失色 延年益壽 草木皆兵 毫髮無傷
當媽媽聽見弟弟發生車禍時,嚇得( ),直到看見弟弟 ( )地回家後,才放下心中的大石頭。
選出正確的答案
1 .
( )下列何者沒有錯別字?( ① 蕉 頭 爛 額
② 不 吝 肆 教 ③ 跪地求撓 ④ 恨 之 入 骨)
2. ( )聞「訊」前來:( ① 詢 問 ② 聲 音
③ 消息 ④書信)。
3. ( )下列哪一個「聞」字意義不同?
( ① 「聞」言大驚 ②百「聞」不如一見
③ 臭不可「聞」 ④久「聞」大名)
4. ( )﹁欲過此山,就算是銅腦蓋,鐵身軀,恐怕也要化成灰呢﹂這句話
用了什麼樣的修辭呢?( ① 譬喻 ②誇飾 ③對偶 ④感嘆)
96
附錄四、學習成效測驗專家修正稿
97
98
附錄五、正式學習成效測驗
99