The Effects of Applying Augmented Reality on Fourth-Grade Students’ Writing and Attitude

• Main Authors: Hsuan-Yu Ting, 丁宣與
• Other Authors: Meng-Ping Tsuei
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/16825390125385213783

碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 103 === This study aimed to examine the effects of Augmented Reality (AR) system for fourth-grade students’writing and writing attitudes. The nonequivalent pretest-posttest design was adopted in this study. The experimental group adopted the Augmented Reality system whereas the control group adopted the paper-based pictures for teaching in the writing class. The experiment was implemented twice within five weeks. Students’ note-taking was used as the pre-test of writing performance. During the experiment, two writing topics were implemented: “the travel in Tamsui” and “sight view in the mountain”. One questionnaire was implemented before and after the experiment. Six students of low, medium and high achievements were sampled to interview. The results of the study were as follows: 1. Students’writing performance (1) Comparing students’ second and third writing performance with the pre-test in the Augmented Reality group. There were no significant differences between students writing performances in the experiment group and the control group in the "basic writing skills", "writing content and creative imagination", "organizational structure" and overall performance. (2) There were no significant difference between students’ second and third writings in the Augmented Reality group and the control group on "basic writing skills", "writing content and creative imagination", "organizational structure" and overall performance. (3) Students in the experiment group and control group significantly improved their writings. 2. Students attitude toward writing (1) Students in the Augmented Reality group performed better attitude toward writing than group of using pictures in the affective aspects of questionnaire. (2) There was no significant differences between students in the Augmented Reality group and students of the using pictures in writing skill and writing tool aspects of questionnaire. 3. The results of interviewing students were as following: (1) Using pictures in writing: pictures increased medium- and low-achieving students' motivation and writing. (2) Augmented Reality system increased medium- and low-achieving students' motivation and writing. The results of this research stood for the Augmented Reality in writing, which can increase not only the students' motivation but also students' learning.