| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 102 === The purpose of this study was to investigate the effects of different digital learning environments and scaffolding strategies on junior high school students’ performances in and motivation toward learning of convex lens image forming concepts. A quasi-experimental design was employed and the independent variables were types of digital learning environments and scaffolding strategies. While the digital learning environments consisted of the augmented reality and the virtual reality environments, the scaffolding strategies were the procedural scaffolding and the metacognitive scaffolding. The dependent variables were the students’ learning performance and motivation. The participants were 113 seventh graders and the effective sample size was 103.
The results revealed that (a) for knowledge comprehension performance, the augmented reality group outperformed the virtual reality group while using the metacognitive scaffolding, and the procedural scaffolding group outperformed the metacognitive scaffolding group while using the virtual reality environment; for knowledge application performance, the augmented reality group outperformed the virtual reality group, and the procedural scaffolding group outperformed the metacognitive scaffolding group; (b) as for learning motivation, participants showed positive motivation toward the employed learning environments and the augmented reality group revealed higher degree motivation than the virtual reality group.
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