The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies
碩士 === 國立臺灣科技大學 === 應用科技研究所 === 105 === Augmented reality provides learners with immediate scaffolding and guided information, which may help chemistry instruction. Integrating augmented reality and board games can provide scaffolding and interaction simultaneously as a collaborative problem solving...
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ndltd-TW-105NTUS50270162017-10-31T04:58:56Z http://ndltd.ncl.edu.tw/handle/10266581518492577573 The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies 運用合作問題解決與鷹架教學策略之擴增實境科學史教育桌遊之設計與評估 Kuan-Ting Chen 陳冠廷 碩士 國立臺灣科技大學 應用科技研究所 105 Augmented reality provides learners with immediate scaffolding and guided information, which may help chemistry instruction. Integrating augmented reality and board games can provide scaffolding and interaction simultaneously as a collaborative problem solving task. This may help assist learners’ chemistry learning and promote their attention and motivation in learning. This study developed an augmented reality board game “AR Chemistry History©,” a mobile learning system that integrated augmented reality, scaffolding theories, and collaborative problem solving contexts. In this game, the students needed to complete missions in collaborative problem solving activities based on the clues from game cards and augmented reality as scaffolding. This empirical study analyzed learners’ learning effectiveness, flow, acceptance, and frequency of their critical learning behaviors. Thirty-five senior high school students in northern Taiwan participated in this study. The results showed that the students’ learning effectiveness improved after using the game. The score of each dimension of their flow and acceptance was above the median, showing a certain degree of involvement. Moreover, no significant difference was found between male and female learners in their flow, effectiveness, and acceptance. As for the frequency of behaviors, the study analyzed AR users’ behaviors of card scanning and website viewing. The results showed that some dimensions of flow indicated significant differences between high/low viewing frequency learner groups. In addition, the study preliminarily analyzed the correlation among flow, acceptance, and learning effectiveness. Huei-Tse Hou 侯惠澤 2017 學位論文 ; thesis 65 zh-TW |
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碩士 === 國立臺灣科技大學 === 應用科技研究所 === 105 === Augmented reality provides learners with immediate scaffolding and guided information, which may help chemistry instruction. Integrating augmented reality and board games can provide scaffolding and interaction simultaneously as a collaborative problem solving task. This may help assist learners’ chemistry learning and promote their attention and motivation in learning. This study developed an augmented reality board game “AR Chemistry History©,” a mobile learning system that integrated augmented reality, scaffolding theories, and collaborative problem solving contexts. In this game, the students needed to complete missions in collaborative problem solving activities based on the clues from game cards and augmented reality as scaffolding. This empirical study analyzed learners’ learning effectiveness, flow, acceptance, and frequency of their critical learning behaviors. Thirty-five senior high school students in northern Taiwan participated in this study. The results showed that the students’ learning effectiveness improved after using the game. The score of each dimension of their flow and acceptance was above the median, showing a certain degree of involvement. Moreover, no significant difference was found between male and female learners in their flow, effectiveness, and acceptance. As for the frequency of behaviors, the study analyzed AR users’ behaviors of card scanning and website viewing. The results showed that some dimensions of flow indicated significant differences between high/low viewing frequency learner groups.
In addition, the study preliminarily analyzed the correlation among flow, acceptance, and learning effectiveness.
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author2 |
Huei-Tse Hou |
author_facet |
Huei-Tse Hou Kuan-Ting Chen 陳冠廷 |
author |
Kuan-Ting Chen 陳冠廷 |
spellingShingle |
Kuan-Ting Chen 陳冠廷 The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies |
author_sort |
Kuan-Ting Chen |
title |
The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies |
title_short |
The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies |
title_full |
The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies |
title_fullStr |
The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies |
title_full_unstemmed |
The design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies |
title_sort |
design and evaluation of a science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies |
publishDate |
2017 |
url |
http://ndltd.ncl.edu.tw/handle/10266581518492577573 |
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