| 篇名 |
STEM模式整合穿戴式擴增實境和穿戴式虛擬實境應用於科學教育：探討科學學習自我效能來源對高中生科學學習自我效能和學習成效之影響
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| 並列篇名 |
Application of the STEM Model Integrated with the Wearable Augmented Reality and Wearable Virtual Reality in Science Education: Effect of the Sources of Science Learning Self-Efficacy on High School Students’ Science Learning Self-Efficacy and Performance
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| 作者 |
游師柔(Shih-Jou Yu)
、葉宣靈(Syuan-Ling Ye)
、孫之元(Jerry Chih-Yuan Sun)
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| 中文摘要 |
本研究將穿戴式擴增實境與穿戴式虛擬實境融入STEM教育模式，探討高中生使用穿戴式擴增實境與穿戴式虛擬實境進行科學學習的科學學習自我效能來源對科學學習自我效能與學習成效之影響。研究對象為修習基礎物理實驗課程的三個班級，共98位高中一年級學生，分為傳統教學組、穿戴式擴增實境組與穿戴式擴增實境混合穿戴式虛擬實境組，三組於學習後，皆需完成科學學習自我效能來源量表、科學學習自我效能量表及學習成效測驗。根據多元迴歸分析結果顯示，在傳統教學組中，掌握經驗顯著正向預測科學學習自我效能，在穿戴式擴增實境混合穿戴式虛擬實境組，則是替代經驗顯著正向預測科學學習自我效能，以及生理與情感狀態顯著負向預測學習成效。研究結果證實，傳統教學仍存有透過掌握經驗預測科學學習自我效能的優勢，和傳統教學相較，穿戴式擴增實境混合穿戴式虛擬實境學習情境除了具有透過替代經驗預測科學學習自我效能外，還能透過生理與情感狀態預測學習成效。換言之，穿戴式擴增實境混合穿戴式虛擬實境學習情境能預測兩種面向。本研究建議教學者結合穿戴式擴增實境混合穿戴式虛擬實境與替代經驗和生理與情感狀態的教學策略，輔助學習者學習科學實驗，可有效改善學習者的科學學習自我效能與學習成效。
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| 英文摘要 |
This study integrates wearable augmented reality and wearable virtual reality into the STEM model and examines the effect of the sources of science learning self-efficacy on high school students’ science learning self-efficacy and performance. A total of 98 high school students from three basic physical experiment courses participated in this study. They were divided into a traditional teaching group, a wearable augmented reality group, and a mixed group with both wearable augmented reality and virtual reality. After learning, participants completed a sources of science learning self-efficacy instrument, a science learning self-efficacy scale, and a learning performance test. The results of the multiple regression analysis indicated that mastery experience positively predicted science learning self-efficacy in the traditional group. As for the mixed group, the vicarious experience positively predicted science learning self-efficacy; the somatic and emotional states negatively predicted learning performance. The results showed that traditional teaching still has benefits for predicting learners’ science learning self-efficacy by mastery experience. In comparison to traditional teaching, wearable augmented reality mixed with wearable virtual reality can predict not only science learning self-efficacy by vicarious experience but also learning performance by somatic and emotional states. In other words, wearable augmented reality mixed with wearable virtual reality can predict two directions. The study suggests that instructors can use the strategies of vicarious experience as well as somatic and emotional states with wearable augmented reality mix wearable virtual reality to help learners in the science experiment courses, which improves learners’ science learning self-efficacy and performance.
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| 頁次 |
025-057
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| 關鍵詞 |
STEM
、科學學習自我效能
、科學學習自我效能來源
、穿戴式虛擬實境
、穿戴式擴增實境
、STEM
、science learning self-efficacy
、sources of science learning self-efficacy
、wearable virtual reality
、wearable augmented reality
、TSSCI
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| 卷期 |
12:3
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| 日期 |
202007
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| 刊名 |
數位學習科技期刊
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| 出版單位 |
臺灣數位學習與內容學會
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| DOI |
10.3966/2071260X2020071203002
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