| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 101 === The purpose of this study was to investigate the effects of Augmented Reality (AR) technology and different scaffolding strategies on senior high school students’ performance in learning spatial lessons. There were four classes, including 181 tenth graders participating in the learning activity, and the methodology of this study is designed according to the experiential learning cycle. The independent variables of this research are learning environment and scaffolding strategy, the learning environments include the Augmented Reality learning and the traditional lecturing learning; and the scaffolding strategies are the procedural scaffolding and the metacognitive scaffolding. The dependent variables are learning performance and learning motivation toward mathematics.
The results revealed that (a) the Augmented Reality learning environment facilitated learner’s performance better than the traditional lecturing learning environment; (b) Learners in the Augmented Reality learning environment showed more positive learning motivation than those in the traditional lecturing learning environment; (c) In the Augmented Reality learning environment, the metacognitive scaffolding group revealed more positive effect on learner’s extrinsic goal orientation than the procedural scaffolding group; and (d) In the traditional lecturing learning environment, the procedural scaffolding group showed more positive effect on learner’s extrinsic goal orientation than the metacognitive scaffolding group.
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