The Development and Evaluation of an Educational Game Integrating Augmented Reality, Anchored Instruction, and Virtual Laboratory for Chemistry Experiment Learning: An Analysis of Learning Achievement, Flow, and Behaviors

• Main Authors: Ying-Chen Lin, 林映辰
• Other Authors: Huei-tse Hou
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/22076750715165800182

碩士 === 國立臺灣科技大學 === 應用科技研究所 === 105 === Virtual laboratory helps students’ learning of experiment manipulation and scientific concepts before they actually enter the real chemistry laboratory. It also helps reduce the risks in conducting the real chemistry experiments and reduce the cost for chemistry experiment materials. This study developed an educational game “氧成大作戰”, on the mobile device that combined augmented reality and virtual laboratory. It’s a game-based learning system integrated with augmented reality, anchored instruction, and virtual laboratory. It is expected that the students could explore and collect the experiment materials in the real context and use the clues in the settings as scaffoldings for a collaborative problem-solving activity. The game includes two stages (the AR exploration stage and the virtual experiment stage). The study explored the students’ learning effectiveness, flow, acceptance, and frequency of their important learning behaviors based on the empirical analysis. Fifty-two senior high school students in northern Taiwan participated in this study. The results showed that the students improved their learning significantly after the game. The scores in each dimension of flow and acceptance were above the median. The results also showed no significant difference in flow, effectiveness, and acceptance between male and female students at both the AR exploration stage and the virtual laboratory stage. However, students in the high learning effectiveness group performed significantly better than the students in the low learning effectiveness group in terms of the sub-dimension of flow “action-awareness merging” at the virtual laboratory stage. As for the frequency of the students’ behaviors, significant differences were found in some dimensions of flow, such as high/ low frequency in recognizing items at the AR exploration stage, frequency in recognizing wrong items, and time for reading guidance messages when finding wrong items. Moreover, the study also preliminarily analyzed the correlation and the path model in each dimension, such as flow, acceptance, learning effectiveness, and behaviors. Related suggestions for research and teaching were also provided in this study.