| Summary: | 博士 === 國立交通大學 === 教育研究所 === 107 === Museums are important places to preserve cultural relics. The role and orientation of museum education are also essential for informal and formal education. Using technologies to organize, deliver, and teach information has become a trend for museum education. Currently, wearable technology has the potential to be one of the educational technologies in the museum. At the same time, there is a need to improve visitors’ engagement. In museum education, the excess of information and inappropriate technologies make it difficult for visitors to find personalized learning content, in turn causing distractions. Therefore, this study aimed to incorporate wearable intelligent visual feedback based on attention into museum education and analyze the effect on university students' engagement, cognitive load, learning achievement, and satisfaction.
This study examined a total of 94 university students visiting a sports museum who were randomly divided into three groups: video guide (the VG group), intelligent visual feedback based on attention (the IVFA group), and wearable intelligent visual feedback based on attention (the WIVFA group). The instruments included a prior knowledge test, engagement scale, cognitive load scale, learning achievement test, satisfaction scale, and post-activity open-format feedback. The results of this study indicate that:
1.Compared with the IVFA group, the VG group increased the visitors’ engagement, behavioral engagement, and cognitive engagement. The WIVFA group increased the visitors’ engagement, behavioral engagement, cognitive engagement, and emotional engagement.
2.There were no statistically significant differences in the intrinsic cognitive load or extraneous cognitive load of the three groups, but compared with the IVFA group, the VG and WIVFA groups had increased germane cognitive load.
3.There were no statistically significant differences in the remembering dimension of learning achievement of the three groups. Compared with the IVFA group, the VG group increased the visitor understanding dimension of learning achievement and the WIVFA group increased the visitor analysis dimension of learning achievement.
4.When compared with the IVFA group, the WIVFA group had increased visitor satisfaction.
The findings of this study suggest that video guides can still be used for museum education. However, when there is limited time to use the guide or hand carrying is required, it is more suitable to use the wearable intelligent visual feedback based on attention as the guide. The wearable intelligent visual feedback based on attention also brings visitors new learning experiences. In addition, the interaction capability and the light weight of the devices are important factors for designing museum education. The exhibiter can consider the type of knowledge when planning the exhibition venue and choose the appropriate learning tool. Finally, the wearable intelligent visual feedback based on attention increases visitors’ learning motivation and enjoyment.
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