數位能力對應用延伸式擴增實境學習科普知識成效之影響
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(2) 144. 1. 2. 3. I!! !.
(3) ABSTRACT The purpose of the research is to discuss the influence of the potential digital divide of the digital competence to the learning effect of junior high school students by applying extended augmented reality in learning activities. 144 junior high school students from both general districts and remote districts were selected as the study samples. The research tools include ”the questionnaire of the digital competences for junior high school students,” achievement test of “changes of day and night and the seasons,” and the questionnaire of learning interests, and adopt quantitative analysis according to the purpose of research. This research investigated the situation of the digital competence of junior high school students with the questionnaire. The topic of this lesson was about “the changes of day and night and the seasons.” After carrying out the pre-test of this unit, the students joined the learning activities about the topic by operating sun and earth models, and observing the information from the extended augmented reality. Then, the learning achievement test and also the questionnaire about learning interests were taken to get the results of their learning achievement and the scores of their learning interests. The result reveals the following points. (1) The creating, communicating and collaborating abilities of the female students are obviously superior to male students. However, there is no significant difference in digital competence with different districts or gender. (2) Regarding learning achievement, there is no significant difference in learning achievements due to the aspects of Creating, communicating and collaborating, difference of digital knowledge technique. But, there is significant difference in learning achievements from the aspects of general digital competence, digital Thinking critically and creatively, and digital Citizenship. (3) Regarding learning interests, there is no significant difference of learning interests with students of different foundational knowledge, skills and concepts. There is significant difference in learning interests with different digital competence, digital creating, communicating and collaborating, abilities in individual dimensions, digital creative thinking, and digital citizenship.. Keywords: digital competence, digital divide, extended augmented reality. II!! !.
(4) III! ! !.
(5) IV! ! !.
(6) 2- 1 2- 2 NCCA ICT. .......................................................................27 ...........................................................................................34. 2- 4. ...........................................................................39. 3- 1. .......................................................................................................58!. 3- 2. ...........................................................................59!. 3- 3. ...................................................................59!. 3- 4. .......................................................61!. 3- 5. ...............................................................61!. 3- 6. ...............................................................................63!. 3- 7. ...............................................................................64!. 3- 8. ...............................................65!. 4- 1. ...............................................................................68!. 4- 2. ...................................68!. 4- 3 4- 4. t t. ................................................70!. 4- 5. ...............................71!. 4- 6. ...............................................72!. 4- 7. .......................73!. 4- 8. ...................................................74!. 4- 9. ...........................................75!. 4-10. ...............................................76!. V! ! !. ........................................69!.
(7) 2- 1. ..............................................................................20. 2- 2. ......................................................................29. 2- 3 DCA 2- 4 2- 5 IC3. Instant DCA. ......................................................................................................37 ..................................................................................................38. 2- 6. ..........................................................................................44. 3- 1. ..............................................................................................................52. 3- 2. ..........................................................................................53. 3- 3. ..............................................................................54. 3- 4. ..........................................................................................................56. VI! ! !. .................................................35.
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(40) ACRL. International Society for Technology in Education [ISTE] (2007) (National Educational Technology Standards for Students). 33! ! !.
(41) National Council for Curriculum and Assessment [NCCA] (2007) ICT. ICT. 2-2 2-2 NCCA ICT NCCA ICT. C1 AREA C. AREA F. ICT. C2. ICT. C3. ICT. C4. ICT. C5. ICT. F1. ICT. F2. ICT. F3 AREA T. AREA S ICT. T1. ICT. T2. ICT. T3. ICT. T4. ICT. S1 S2 S3. and assessment,. ICT. ICT ICT ICT. “ICT framework: A structured approach to ICT in curriculum National Council for Curriculum and Assessment, 2007,. Retrieved from http://www.ncca.ie/uploadedfiles/publications/ict%20revised%20framework.pdf. 34! ! !.
(42) Digital Competence Assessment [DCA] (Calvani, Fini, & Ranieri, 2009) (Instant DCA). (Situated DCA). (Projective DCA). (Ferrari, 2012). 2-3 DCA Instant DCA “Models and instruments for assessing digital competence at school,”by A. Calvani,A. Cartelli, A. Fini, and M. Ranieri, 2008, Journal of e-Learning and Knowledge Society,4(3), p.187.. Instant DCA. 35! ! !.
(43) Situated DCA. Projective DCA. Society of College, National and University Libraries [SCONUL] (2011) 1999 2011. 2-4. 36! ! !.
(44) 2- 4 “The Seven Pillars of Information Literacy: a research lens,. Society for. College, University and National Libraries, 2011, Retrieved from https://www.sconul.ac.uk/groups/information_literacy/publications/researchlens.pdf. Internet and Computer Core Certification [IC3] (2012). 37! ! !.
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(49) ISTE(2007). NCCA. NCCA(2007). ISTE. ICT. 2009. ICT. 1990. 2005 U.S. Department of Commerce, Economic and Statistics Administration National Telecommunications and Information Administration [NTIA] (2000) 1999. (new technologies) 42! !. !.
(50) NTIA. (access). Attewell (2001) (the first digital divide). (the second. digital divide) ICT ICT. OECD(2001). International ICT Literacy Panel. 2002. ICT. ICT. Van Dijk. (2003). Hacker. ICT Kim and Kim (. Hohlfeld,. Ritzhaupt, Barron, & Kemker, 2008) ICT 2008. E 43! ! !.
(51) 2-6. 2008 Kim & Kim (2001) Van Dijk & Hacker (2003) OECD (2001) Attewell (2001). NTIA (2000). 2- 6. (global divide) (social divide). (democratic divide). (Norris,. 2001). 2005. 44! ! !.
(52) 2004. 2004. 2007. (Hohlfeld , Ritzhaupt , Barron , & Kemker, 2008). 45! ! !.
(53) 2010. 2011. 46! ! !.
(54) 2006. Broos. Roe (2006) self-efficacy. locus of control ICT. ICT. 2007. 47! ! !.
(55) (Livingstone & Helsper, 2007). Zhong (2011) ICT ICT ICT ICT ICT. Wood. Howley (2012). ICT. ICT 2011. 48! ! !.
(56) 2005. Eynon (2009). ICT. 49! ! !.
(57) 50! ! !.
(58) 3-1. 51! ! !.
(59) 1. 2. 3. 4.. !. 3- 1. markless 52! ! !.
(60) TOTAL IMMERSION. D’Fusion. D’fusion Augmented Reality 2 3dMax 2013. Lua 2D. 3D. Adobe CS 6. 3-2. 3- 2. (Webcam). 3-3 53! ! !.
(61) 3.. 2.. 4.. !. !. 1. 3- 3. 54! ! !.
(62) 55! ! !.
(63) 3-4. 3- 4 56! ! !.
(64) 13. 15. 2012 144. 1. 57! ! !.
(65) 1 2 2. ISTE(2007) NCCA(2007). ICT. 3-1 3- 1 ISTE. NCCA. Creativity and Innovation Communication and Collaboration Technology Operations and Concepts. AREA C. AREA F. Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making. AREA T. Digital Citizenship. AREA S. 3-2. 58! ! !.
(66) 3- 2. ICT. ICT. ISTE L1. NCCA. 34. L2. L3 3-3. 3- 3. L1. L2. L3. 3. 4. 8. 15. 3. 6. 5. 14. 2. 3. 5. 10. 3. 4. 5. 12. 59! ! !.
(67) 51 1. Likert. 5. Cronbach s α. Cronbach s α. 38. 38. 34. IBM SPSS Statistics Version 20 Cronbach s α s α. 0.8. 0.871 2009. 0.874. 0.846 Cronbach s α Cronbach s α. 60! ! !. Cronbach Cronbach s α. Cronbach s α α. 0.952. Cronbach s 0.802 .80. 842.
(68) 3- 4 Cronbach s α 0.952 0.874 0.846 0.871 0.802. 18 3-5 3- 5. 1 2 3 4 5. √. √ √. √ √. √ √. √ √. 61! ! !. √.
(69) 3-5. 1. 6 7 8 9 10 11 12 13 14 15 16 17 18. √ √. √. √. √ √ √ √ √ √. √ √ √ √ √ √ √ √. √. √ √. √ √. AB. Cronbach s α. A. B. 30. 60. IBM SPSS Statistics Version 20 A. B. Cronbach s α. A 0.601. 2009. 62! ! !. 0.798. B .60.
(70) 3- 6 Cronbach s α A. 0.601. B. 0.798. 1.. 1 2 2.. 2011. 63! ! !.
(71) 3- 7. 4 4 4 4. 16. 1. Likert. 5. Cronbach s α. 30. 30. IBM SPSS. Statistics Version 20. Cronbach s α. .974. Cronbach s α. Cronbach s α Cronbach s α. 0.894 0.949. Cronbach s α Cronbach s α. .80 64! ! !. 0.8 0.930 0.907. Cronbach s α.
(72) 3-8. 3- 8 Cronbach s α 0.974 0.894 0.930 0.949 0.907. IBM SPSS Statistics Version 20. 65! ! !.
(73) t. 66! ! !.
(74) 144. 47. 32.6 87. 97 60.4. 57. 4-1. 67! ! !. 39.6. 67.4.
(75) 4-1. 97 47. 67.4 32.6. 87 57. 60.4 39.6. 27%. 2007. 27% 4-2 4- 2. 39 67 39 40 61 43 40 66 38 38 68 38 41 61 42. 68! ! !. 27.1 46.5 26.4 27.8 42.4 29.9 27.8 45.8 26.4 26.4 47.2 26.4 28.5 42.4 29.2.
(76) t. F t = 1.002 p = .318 t = 1.664 p = .098 t = .766 t. t = -.369 p = .712. p = .445. t = 1.454. p = .148. .05 4-3. 4- 3 t p. 95%. Cohen’s d. 3.439. .567. 3.333. .652. -1.002. .318. -.103. .315. -.174. 3.440. .730. 3.221. .757. -1.664. .098. -.041. .478. -.294. 3.457. .638. 3.502. .743. - .369. .712. -.281. .192. -.064. 3.256. .672. 3.164. .678. - .766. .445. -.145. .329. -.136. 3.568. .564. 3.415. .647. -1.454. .148. -.055. .361. -.252. 69! ! !. t (143).
(77) F t = -1.398 p = .164 t = -2.277 = .498. p = .024. t = -1.483. = .892. p = .140 t. t = -.680. p. t = -.136. p. .05. t 4-4 4- 4 t t (143). Cohen’s d. 3.348. .643. 3.490. .509. -1.398* .164. -.342. -.059. -.244. 3.256. .766. 3.540. .679. -2.277* .024. -.531. -.038. -.393. 3.441. .707. 3.519. .616. -.680* .498. -.305. -.149. -.117. 3.159. .728. 3.328. .572. -1.483* .140. -.395. -.056. -.259. 3.513. .639. 3.526. .524. -.215. -.187. -.024. * p<.05. 70! ! !. p. 95%. -.136*. .892.
(78) 4-5 4- 5 III *. 49.579. 2. 24.789. 1227.790. 138. 8.897. 8.180. 2. 4.090. 1287.799. 138. 9.332. 15.445. 2. 7.723. 1326.576. 138. 9.613. 39.561. 2. 19.781. 1214.705. 138. 8.802. 30.049. 2. 15.025. 1258.134. 138. 9.117. * * * * n.s. p. F 2.786. .065. .438. .646. .803. .450. 2.247. .110. 1.648. .196. .05. F = 2.786 F = .438 F = 2.247 p. .05. p = .646. F = .803. p = .110. F = 1.648. F. 71! ! !. p = .065. p = .450. p = .196.
(79) 4-6. p. .000. .05 F = 2.924 F = .422. p = .657. p. p = .057. .05 F = 3.986. F = 5.349 p = .006. p = .021. F = 3.365 p = .037 p. .05. 4- 6. III. **p. F. 562.591. 1. 562.591. 61.660**. .000. 72.740. 2. 36.370. 3.986**. .021. 1277.369. 140. 9.124. 593.066. 1. 593.066. 64.067**. .000. 54.130. 2. 27.065. 2.924**. .057. 1295.978. 140. 9.257. 563.928. 1. 563.928. 58.829**. .000. 8.088. 2. 4.044. .422**. .657. 1342.021. 140. 9.586. 541.759. 1. 541.759. 60.471**. .000. 95.843. 2. 47.921. 5.349**. .006. 1254.266. 140. 8.959. 488.429. 1. 488.429. 53.083**. .000. 61.925. 2. 30.963. 3.365**. .037. 1288.183. 140. 9.201. .01 *p<.05. 72! ! !.
(80) F. 4-7 4- 7. *p. M=11.188. —*. .037*. .716*. M=12.478. .037*. —. .013*. M=10.937. .716*. .013*. —. M=11.349. —*. .054*. .298*. M=12.541. .054*. —*. .002*. M=10.629. .298*. .002*. —*. M=11.460. —*. .106*. .405*. M=12.463. .106*. —*. .013*. M=10.902. .405*. .013*. —*. .05. 73! ! !.
(81) 4-8 4- 8. 39 67 38 40 61 43 40 66 38 38 68 38 41 61 42. F = .246 F = .574. p = .565 F = .111. .85316 .67104 .61355 .66149 .77613 .67503 .86875 .67062 .64819 .84834 .67126 .63218 .69976 .74381 .67066. p = .782 F = .482. p = .895. 4.1221 3.9119 3.6339 4.1375 3.7546 3.8702 4.0707 3.8195 3.8429 4.1053 3.9243 3.6342 4.1693 3.8387 3.7107. p = .619 F = 1.168. p = .314. .05 4-9 74! ! !.
(82) 4- 9 Levene. n.s. p. .246. 2. 141. .782. .574. 2. 141. .565. .482. 2. 141. .619. .111. 2. 141. .895. 1.168. 2. 141. .314. .05. 4-10 F = 1.629. p = .200. p. .05. F = 4.567 = .012 4.256. F = 3.490 p = .016. F = 4.656. 75! ! !. p = .033 p = .011. p F=. p. .05.
(83) 4- 10. F 4.619 71.308 75.927 3.581 72.346 75.927 1.714 74.213 75.927 4.323 71.604 75.927 4.704 71.223 75.927 *p. 2 141 143 2 141 143 2 141 143 2 141 143 2 141 143. .05. F. 76! ! !. 2.310 .506. 4.567*. .012. 1.791 .513. 3.490*. .033. .857 .526. 1.629*. .200. 2.161 .508. 4.256*. .016. 2.352 .505. 4.656*. .011.
(84) 2007 Howley(2012). 2006. Zong(2011). 77! ! !. Hohlfeld. (2008). Wood.
(85) 78! ! !.
(86) (Livingstone & Helsper, 2007). 79! ! !.
(87) 2009 2011. Chen & Howard, 2010; Liu et.al, 2011. 2011. 80! ! !.
(88) 81! ! !.
(89) 27%. 82! ! !.
(90) 2011. 83! ! !.
(91) 84! ! !.
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(103) 90. D’Fusion. 2. 1. 2. 3. 4. 1-4-1-1 1-4-5-5 2-4-1-2. 2-4-3-1 5-4-1-3 7-4-0-1 1. 2.. 212-1a 212-2a. 96! ! !.
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• e‐Learning Series: Effective Use of Multimodal Materials in Language Arts to Enhance the Learning and Teaching of English at the Junior Secondary Level. Language across
volume suppressed mass: (TeV) 2 /M P ∼ 10 −4 eV → mm range can be experimentally tested for any number of extra dimensions - Light U(1) gauge bosons: no derivative couplings. =>
incapable to extract any quantities from QCD, nor to tackle the most interesting physics, namely, the spontaneously chiral symmetry breaking and the color confinement..
• Formation of massive primordial stars as origin of objects in the early universe. • Supernova explosions might be visible to the most
