第五章 結論與建議
第二節 研究建議
對於本研究所實施的延伸式擴增實境實驗，根據研究結果，針對未來教學應 用與後續研究方面提出建議。
一、對未來教學應用方面的建議
在擴增實境技術的使用上，對真正融入一般課程教學而言，仍是屬於少數人 接觸的學習工具，教師需要先了解此套工具的特性與功能，設計與課程內容相符 合的教材，並評估課程使用擴增實境技術之必要性。然而，互動式學習工具不僅 單指擴增實境，包括：電腦設備、網路網站、行動載具等可用來輔助學習之工具，
設計學習工具時，皆須要事先考慮讓學生更容易理解、操作，也能夠學習課程知 識之方式。
本研究發現學生的資訊科技能力會影響學習成效，應該要注意資訊科技能力 程度較低成就的學生，觀察學生操作學習工具過程，可以增加訪談或問卷方式，
瞭解其對操作困難的部分，以利於之後調整及改正。此外，此延伸式擴增實境與 情境上的連結性不夠，建議未來設計時可以加入情境感知，增進學習沉浸效果。
53
二、對後續研究方面的建議
（一）研究對象
本研究對象為新北市某兩所國中一到三年級學生，主要研究國中生對延伸式 擴增實境來學習自然與生活科技課程，學習成效、學習滿意度、後續使用意願、
資訊科技能力與性別五個變項之關係。建議後續研究者可以進行其它年齡層學生 的研究，不同年齡層原先的資訊先備知識不同，可能產生不同的結果。或者進行 其他偏遠地區學校的研究，其資訊科技能力與都市學校學生可能會有所差異。
（二）研究內容
本研究討論學習滿意度與後續使用意願，其中學習滿意度包含：認知有用 性、認知易用性、課程品質，總共三個子面向。建議未來研究者可以深入探討滿 意度面向，如：環境設備、教師的引導、同學之間的合作學習等，使延伸式擴增 實境之研究能更臻完善。
本研究僅了解資訊科技融入學習對學生是有效的，忽略媒體資訊量多寡可能 也會影響學生學習，建議未來可以探討學生對於資訊科技融入學習，造成之認知 負荷問題。另外，建議研究者可以將擴增實境技術導入其它合適的科目課程，來 進行新的研究實驗。
（三）研究變項
影響延伸式擴增實境學習的因素很多，本研究僅針對學習滿意度、後續使用 意願、資訊科技能力與性別做討論，建議後續研究者可以多加探討其它變項，如：
人格特質、學習風格、空間概念等，應該會得到更豐富的研究結果。
54
參考文獻
一、中文文獻
王全世（2000）。資訊科技融入教學之意義與內涵。資訊與教育，82，23-30。
何榮桂（2002）。台灣資訊教育的現況與發展—兼論資訊科技融入教學。資訊與 教育，87，22-48。
何語瑄（2005）。資訊科技融入教學與數位落差。生活科技教育月刊，38(6)，58-63。
吳美美（2004）。資訊素養與媒體素養–數位時代的素養與素養教育。取自 http://mwu.glis.ntnu.edu.tw/blog/archives/publicatioins/%E5%90%B3%E7%BE
%8E%E7%BE%8E2004_%E8%B3%87%E8%A8%8A%E7%B4%A0%E9%A4
%8A%E8%88%87%E5%AA%92%E9%AB%94%E7%B4%A0%E9%A4%8A.p df
李田英（1995）。國小三至五年級自然科學課程學習困難之教材分析。師大學報，
40，475-578。
周書暉、林祐全（2011）。結合情境與緒：人機互動理論沿革發展。傳播與管理 研究，11(1)，29-68。
林坤誼（2008）。問題解決導向生活科技活動學習 歷程模式之行動研究。科學教 育學報，1(1)，49-69。
袁媛、許錦芳（2007）資訊科技融入教學對國中資源班數學低成就學生學習影響 之個案研究。教育科學期刊，7(1)，1-27。
區國良、姚美娟、林宗建 (2010)。以手勢為基礎之遊戲式行動學習系統對學習 成就及學習保留的影響。行政院國家科學委員會專題研究成果報告（編號：
NSC-99-2631-S-008-004），未出版。
張郁雯、林文瑛、王震武（2013）。科學表現的兩性差異縮小了嗎? －國際科學 表現評量資料之探究。教育心理學報，44，459-476。
張凈怡、張佩芬、林信榕、張琬琳（2008，5 月）。教師使用資訊科技融入教學 之困境與因應之道。第十二屆全球華人電腦教育應用大會(GCCCE2008)，美 國 密西根州立大學。
張崇山（2009）。博物館互動式展示之思與辨。科技博物，13(4)，5-16。
55
郭其綱、鄭泰昇（2008）。擴增實境定位技術應用於建築與城市戶外導覽之研究
－以「古蹟導覽系統」與「隱形招牌」應用為 例。中華民國建築學會「建築 學報」，66，145-166。
喻平、馬再鳴（2002）。論數學概念學習。數學傳播，26(2)，89-96。
黃美幸（1995）。數理與科學教育的性別差異之探討。婦女與兩性學刊，6，95-135。
劉俊庚、邱美虹（2012）。我國百年國中科學課程發展回顧與展望。科學教育，
347，2-20。
劉瑞圓（2012）。全球教育中之性別差異。教育科學期刊，11(1)，79-104。
賴阿福、林皎汝、江信瑩（2006）。影響台北市國小自然與生活科技領域教師資 訊融入教學頻率暨相關因素之探討。科學教育研究與發展季刊，44，78-114。
薛雅明、徐玉瓊（2005）。超媒體學習系統中互動性對系統認知態度、滿意度與 學習成效之影響。南大學報教育類，39(1)，175-192。
56
二、英文文獻
Abate, A. F., Acampora, G., & Ricciardi, S. (2011). An interactive virtual guide fort he AR based visit of archaeological sites. Journal of Visual Languages and Computing, 22(6), 415-425.
Alessi, S.M., & Trollip, S. R. (2000). Multimedia for learning：Methods and development（3rd edition）. Boston : Allyn and Bacon.
Andújar, J.M., Mejías, A., & Márquez, M.A.（2011）. Augmented Reality for the Improvement of Remote Laboratories: An Augmented Remote Laboratory. IEEE Transactions on Education, 54(3), 492-500.
Azuma, R. T.(1997). A Survey of Augmented Reality. Teleoperators and Virtual Environments, 6(4), 355-385.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 1-15.
Balog, A., Pribeanu, C., & Iordache, D.（2007）. Augmented Reality in Schools:
PreliminaryEvaluation Results from a Summer School. International Journal of Human and Social Sciences, 2(3), 162-165.
Bickmore, T.W., Vardoulakis, L. M. P., & Schulman, D. (2013). Tinker: a relational agent museum guide. Autonomous Agents and Multi-Agent Systems, 27(2), 254-276.
Billinghurst, M. (2009, Jan. 15).RE：Augmented Reality in Education[New Horizons for Learning]. Retrieved from
http://www.newhorizons.org/strategies/technology/billinghurst.htm
Bucher, K. T.（2000）. The Importance of Information Literacy Skills in the Middle School Curriculum. Clearing House, 73(4), 217-220.
Chang, H. Y., Wu, H. K., & Hsu, Y. S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue. British Journal of Educational Technology, 44(3), 95-99.
Chehimi, F., Coulton,P., & Edwards, R.(2007). Augmented Reality 3D Interactive Advertisements on Smartphones. IEEE Computer Society,6,21.
Chen, C.H., Wu, I.C., & Jen, F.L.(2013). Designing online scaffolds for interactive computer simulation. Interactive Learning Environments, 21(3), 229-243.
57
Choi, H., & Yang, M. (2011). The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context. Higher Education: The International Journal of Higher Education and Educational Planning, 62(5), 551-561.
Chow, M., Herold, D. K., Choo, T. M., & Chan, K. (2012). Extending the technology acceptance model to explore the intention to use Second Life for enhancing healthcare education. Computers & Education, 59(4), 1136-1144.
Cocciolo, A. & Rabina, D. (2013). Does place affect user engagement and
understanding? Mobile learner perceptions on the streets of New York. Journal of Documentation, 69(1), 98-120.
Coles, T.R., John, N.W., Gould, D.A., & Caldwell, D.G.（2011）. Integrating Haptics with Augmented Reality in a Femoral Palpation and Needle Insertion Training Simulation. IEEE Transactions on Haptics, 4(3), 199-209.
Csapo, N. (2002). Certification of computer literacy. T.H.E. Journal, 30(1), 46-51.
Davis, F. D., & Venkatesh, V. (1996). A critical assessment of potential measurement biases in the technology acceptance model : three experiments. International Journal of Human-Computer Studies, 45(1), 19-45.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003.
Duhaney, D.C.(2000).Technology and the educational process : transforming classroom activities. Int'l J of Instructional Media, 27(1), 67-72.
Flanagan, R. (2013). Effects of learning from interaction with physical or mediated devices. Cogn Process, 14(2), 213-215.
Gupta, U. G., & Houtz, L. E. (2000). High school students’ perceptions of information technology skills and careers. Journal of Industrial Technology, 16(4), 2-8.
Hayes, D.N.A. (2007). ICT and learning: Lessons from Australian classrooms.
Computers & Education, 49(2), 385-395.
Herring, J.E., Tarter, A.M., & Naylor, S.(2002). An evaluation of the use of the PLUS model to develop pupils' information skills in a secondary school. School libraries worldwide, 8(1), 1-24.
58
Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface
interaction in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
Hrastinski, S. (2009). A theory of online learning as online participation.Computers &
Education, 52(1), 78-82.
Hsiao, K. F. (2013). Using Augmented Reality for students health – case of combining educational learning with standard fitness. Multimedia Tools and Applications, 64(2), 407-421.
Johnson,W.L., Rickel, J.W., & Lester, J.C. (2000) . Animated Pedagogical Agents:
Face-to-Face Interaction in Interactive Learning Environments. International Journal of Artificial Intelligence in Education, 11, 47-78.
Juan, C., Beatrice, F., & Cano, J. (2008). An Augmented Reality System for Learning the Interior of the Human Body. IEEE International Conference on Advanced Learning Technologies, 8, 186-188.
Julien, H., & Barker, S. (2009). How high-school students find and evaluate scientific information: A basis for information literacy skills development. Library &
Information Science Research, 31(1), 12-17.
Kaufmann, H., & Schmalstieg, D. (2003). Mathematics and Geometry education with collaborative augmented reality. Computers & graphics, 27, 339-345.
Kaufmann, H., Steinbügl, K., Dünser, A., & Glück, J. (2005). General training of spatial abilities by geometry education in Augmented Reality. Cyber Psychology & Behavior, 8(4), 330-340.
Kipnis, D.G., & Frisby, A.J. (2006). Information Literacy and Library Attitudes of Occupational Therapy Students. Medical Reference Services Quarterly, 25(4), 11-20.
Kirner, C., Zorzal, E. R., & Kirner, T.G. (2006). Case Studies on the Development of Games Using Augmented Reality. Proceedings of IEEE International Conference on Systems, Man and Cybernetics, 2, 1636-1641. Taipei, Taiwan.
Kubiatko, M. (2007). Information and computer literacy of high school students. Variety of education in central and eastern Europe, 2, 31-36.
Kuhlthau,C.C.（1987）. Inforamtion skills for an information society a review of research.
Retrieved from http://www.eric.ed.gov/PDFS/ED297740.pdf
59
Larsen, Y.C., Buchholz, H., Brosda, C., & Bogner, F.X. (2011). Evaluation of a portable and interactive augmented reality learning system by teachers and students,
Proceedings of EDEN - 2011 Open Classroom Conference, 47-56, Greece.Canada.
Lauer, S., Momsen, J., Offerdahl, E., Kryjevskaia, M., Christensen, M., & Montplaisir, L. (2013). Stereotyped: Investigating gender in introductory science courses.
CBE-Life Science Education, 12(1), 20-38.
Lee, S. H., Choi, J., & Park, J. (2009). Interactive E-Learning system using pattern recognition and Augmented Reality. IEEE Transactions on Consumer Electronics, 55(2), 883-890.
Liu, T. Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Lohman, D. F., & Lakin, J. M. (2009). Consistencies in sex differences on the cognitive abilities test across countries, grades, test forms, and cohorts. British Journal 0/ Educational Psychology, 79, 389-407.
Martı´n-Gutie´ rrez, J., Saorı´n, J. L., Contero, M., Alcan˜ iz, M., Pe´ rez-Lo´ pez, 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.
Matsutomo, S., Miyauchi, T., Noguchi, S., & Yamashita, H.(2012). Real-Time
Visualization System of Magnetic Field Utilizing Augmented Reality Technology for Education. IEEE Transactions on Magnetics,48(2), 531-534.
Mayer R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction,13(2), 125–139.
McClure, C.R. (1994). Network literacy : A role for libraries? Information Technology and Libraries, 13(2), 115-125.
Merabet1, L. B., Connors1, E. C., Halko, M. A., & Sa´nchez, J. (2012). Teaching the Blind to Find Their Way by Playing Video Games. PLoS ONE, 7(9), 1-6.
Milgram. P., Takemura. H., Utsumi. A.,& Kishino. F. (1994). Augmented Reality: A class of displays on the reality-virtuality continuum. Telemanipulator and elepresence Technologies, 23(51), 282-292.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 86-89.
60
Mou, W., Biocca, F., Owen, C. B., Tang, A., Xiao, F., & Lim, L. (2004). Frames of reference in mobile Augmented Reality displays. Journal of Experimental Psychology:
Applied, 10(4), 238-244.
Neo, M., Neo, T. K., & Yap, W.L.(2008). Students' perceptions of interactive multimedia mediated web-based learning: A Malaysian perspective. Processing of 25th annual ASCILITE conference, 658-666, Melbourne.
Oberg, A., & Daniels, P.(2013). Analysis of the effect a student-centred mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26(2), 177–196.
Park, N., Lee, K. M., & Cheong, P. H. (2007). University instructors' acceptance of electronic courseware : an application of the Technology Acceptance Model. Journal of Computer-Mediated Communication, 13(1), 1-23.
Parmentier, M.J.C.(2013). Simulating in cyberspace: designing and assessing simple role playing activities for online regional studies courses. International Studies Perspectives, 14(2), 121-133.
Russell, G., Finger, G., & Russell, N. (2000). Information technology skills of Australian teachers: implications for teacher education. Journal of Information Techology for Teacher Education, 9(2), 149-166.
Sayed, N.A.M.E., Zayed, H.H., & Sharawy, M. I. (2011). ARSC: Augmented reality student card An augmented reality solution for the education field. Computers &
Education, 56(4), 1045-1061.
Shambare, R., & Mvula, A. (2011). South African students’ perceptions of Facebook:
Some implications for instructors. African Journal of Business Management, 5(26), 10567-10564.
Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. Proceedings of The First IEEE International Augmented Reality Toolkit Workshop, 1-8, Darmstadt, Germany.
Sheng, Y., Yapo, T. C., Young, C., & Cutler, B. (2011). A spatially Augmented Reality sketching interface for architectural daylighting design. IEEE Transactions on
Visualization and Computer Graphics, 17(1), 38-50.
Snyder, S.L., & Elinich, K.J. (2010). Augmented Reality for interpretive and
experiential learning. In：Museums and the Web 2010, an international conference for culture and heritage online, 87-92, CO, USA.
61
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers.
Journal of the Learning Sciences, 16(3), 371-413.
Su, K.D.（2008）. An integrated science course designed with information
communication technologies to enhance university students’ learning performance.
Computers & Education, 51(3), 1365-1374.
Sun, P.C., Tsai, R.J., Finger, G., Chen, Y.Y., Yeh, D.(2008).What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202.
Tsai, C-H., Yen, J-C., Yang, J-Z. (2012). The Influence of Employing Augmented Reality in Course Design on the Learning Achievement and Satisfaction of the “Aquatic Animals”. Proceedings of Business and Information, 822-832, Sapporo, Japan.
Tunnicliffe,S.D., Beer, M.L. (2002). An interactive exhibition about animal
skeletons:did the visitors learn any zoology?, Journal of Biological Education, 36(3), 130-134.
Wang, C.H., Ke, Y.T., Wu, J-T., & Hsu, W-H.（2012）. Collaborative Action Research on Technology Integration for Science Learning. Journal of Science Education and Technology, 21(1), 125-132.
Wierinck, E., Puttemans, V., & Steenberghe, D. V., (2006). Effect of reducing frequency of augmented feedback on manual dexterity training and its retention.
Journal of Dentistry, 34(9), 641-647.
Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S.（2012）. Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519-541.
Yuen, S.; Yaoyuneyong, G.;& Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.
Yusoff, R.C.M., Zaman, H.B., & Ahmad, A.(2011). Evaluation of user acceptance of mixed reality technology. Australasian journal of educational technology, 27(8), 1369-1387.
Zhou, F., Duh, H.-L., & Billinghurst, M. (2008). Trends in Augmented Reality traching, interaction and display: A review of ten years in ISMAR. Proceeding of ISMAR 7th IEE/ACM International Symposium, 193-202. Singapore.
62
附錄一 滿意度與意願問卷
親愛的同學，您好：
這是一份關於擴增實境學習的調查問卷，目的是要了解你在學習地球科學
「晝夜與四季」單元，在操作擴增實境學習的過程中，操作以及學習的情況。
本問卷分為三部分，共三頁。對於你所填寫的內容，僅作學術研究資料使 用，並不會個別公開，請你放心，並且依照自己的實際情形仔細作答，不要漏 掉任何題目。謝謝合作！
敬祝
學業進步！
國立臺灣師範大學圖文傳播研究所
指導教授 王健華 教授 研究生 紀佩函 敬上 2013 年 1 月
第一部分 基本資料
學校： 國民中學
班級： 年 班
班級： 年 班