The Impact of Augmented Reality Teaching Aids on Learning Motivation and Learning Effectiveness: A Case Study of Chemical Reactions

• Main Authors: Lin,Yi-Chen, 林奕辰
• Other Authors: Hsu,Yi-Chen
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/x463h6

碩士 === 國立臺北教育大學 === 數位科技設計學系(含玩具與遊戲設計碩士班) === 107 === With the advancement of science and technology as well as the shrinking of hardware and equipment, the era when everyone owns a mobile phone has arrived. Augmented reality(AR) technology has been constantly developed and applied on mobile devices, and it can be seen in various fields. AR has 3D graphics rendering and interactivity, which has been used by many educators for education to solve the problems that presenting complex structural graphics and carrying stereoscopic teaching aids difficultly in the past. Additionally, adding gamification elements makes the teaching aids more attractive. This study explores the impact of gamification AR teaching aids on chemical reaction balance in different amounts of gamification mechanisms on learners' motivation and learning effectiveness. This study takes second-year students in the middle school as the research object. The experimental tool is a self-made AR teaching aid called "chemical reaction balance", which is divided into three versions: less level of game mechanism, medium level of game mechanism and high level of game mechanisms. Medium level and high level versions add scores and time elements in order based on the less level version. The independent variable of this experiment is the amount of game mechanics, and the ARCS learning motivation and the Bloom learning effectiveness scale are dependent variables. After the questionnaire was collected, the single factor variance analysis was performed. In terms of the learning motivation of the experimental results, the less level version is higher than the other two versions. Also, there are significant differences, showing that the less level version can bring higher learning motivation. In terms of learning effectiveness, the average score of the post-test has improved, but the difference is not significant.