The Impact of Augmented Reality Integrated Engineering Drawing Course on Learning Motivation and Achievement of Vocational High School Students

• Main Authors: Jeng-Hu Chen, 陳政湖
• Other Authors: Cathy-Haien
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/77768179158447984093

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 105 === With the advancement and the increasing popularity of information technologe, diversified teaching strategy has replaced the traditional lecture-centered teaching on graph reading in engineering drawing courses. This study adopts 3D stereogram in AR (Augmented Reality) creating an interactive graphic training space for learners to use mobile devices in the drawing lessons. The purposes of this study were to develop and evaluate an augmented reality (AR) solution specially used to help students learn from three-dimensional views. This study uses a quasi-experimental design to study two classes in a vocational high school in Taipei. The participants for the experiment to evaluate the AR solution were 69 10th gradeers, with 33 students in the experimental group and 36 students in the control group. The analysis of this study includes Descriptive Statistics, Independent T-Test, and Two-way ANOVA. The results show that using Augmented Reality as a learing aid could improve students' learing outcome and motivation. In addition, a comparison analysis of the learning outcomes and learning motivation between the two groups and students with different spatial abilities (high vs. low) are conducted. The results show that the two independent variables (group and sptial ability) did not have siginifcant interaction over the dependent variables. Base on the main effect analysis, students with high spatial ability have better learning outcomes, and students participated in the experimental group also have higher learning outcomes. Finally, recommendations for future practices and research are discussed