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題名 遊戲式擴增實境導覽系統支援創客空間利用教育之研究
A Game-based Augmented Reality Navigation System to Support MakerSpace User Education作者 楊雅竹
Yang, Ya-Chu貢獻者 陳志銘
Chen, Chih-Ming
楊雅竹
Yang, Ya-Chu關鍵詞 創客空間
創客空間利用教育
擴增實境
遊戲式學習
另類實境遊戲
行為分析
滯後序列分析
學習成效
學習動機
沉浸經驗
Makerspace
Makerspace user educatio
Augmented reality
Game-based learning
Alternate reality game
Learning process analysis
Lag sequential analysis
Learning performance
Learning motivation
Immersive experience日期 2021 上傳時間 2-Sep-2021 16:36:17 (UTC+8) 摘要 近年來創客空間(Makerspace)被視為充實創意思維的重要場域，然而，創客空間設備的多元應用性，可能會使圖書館面臨館員人力不足且無法完整介紹的狀況。因此，若能將基本的創客空間導覽教學活動數位化，將可能有效節省圖書館教學人力，同時提升使用者的使用意願。本研究設計「遊戲式AR導覽系統」輔助學習者進行創客空間利用教育，透過結合遊戲式教學模式與AR工具輔助學習，進而促進學習者的學習動機及沉浸經驗，提升創客空間利用教育的學習成效。此外，亦蒐集學習者的學習歷程行為進行行為分析，藉此了解學習者在使用「遊戲式AR導覽系統」學習過程中的有效學習模式。本研究採用真實驗研究法，隨機選取參加國立政治大學達賢圖書館創客空間導覽之學生7名以及基隆市某高中之學生17名，合計共24名學生為研究對象，隨機進行不同學習模式的創客空間利用教育。其中10名學生分派為使用「遊戲式AR導覽系統」的遊戲組，另外7名學生分派為使用「網頁導覽系統」的網頁組，其餘7名學生則分派為「講述式館員導覽」的導覽組，以探討三組學習者在學習成效及學習動機上是否具有有顯著的差異，並探討遊戲組及網頁組學習者在沉浸經驗上是否有顯著的差異。另外，也以先備知識能力為背景變項，探討不同背景之三組學習者的學習成效、學習動機，以及沉浸經驗是否具有顯著的差異。此外，透過訪談資料探討三組學習者的學習行為模式。最後，根據學習歷程數據分析，探討高低不同學習成效的學習者以及學習者挑戰不同任務時運用「遊戲式AR導覽系統」進行創客空間利用教育時，是否具有不同的操作行為模式。研究結果發現，使用「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及高低不同先備知識學習者的學習成效皆顯著優於使用「網頁導覽系統」的學習者。在學習動機方面，使用「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及低先備知識學習者的學習動機價值與期望面向皆顯著優於使用「網頁導覽系統」的學習者。在沉浸經驗方面，「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及高先備知識學習者的沉浸經驗投入向度皆顯著優於「網頁導覽系統」的學習者，但學習動機及沉浸經驗總分上則沒有達到統計上的顯著差異。此外，從行為分析結果來看，使用「遊戲式AR導覽系統」的高學習成效者更能夠透過吸收學習內容與線索後，再經過推理找出答案；而低學習成效者則更常依靠運氣及嘗試次數來完成學習任務。而學習者挑戰到任務序三跟四時比起挑戰任務序一跟二時，整體學習行為模式更加精簡，對於遊戲的掌握度有明顯提升。最後基於研究結果，本研究提出「遊戲式AR導覽系統」應用於教學場域之教學建議以及系統改善建議，以及未來可以進一步探討的研究方向。整體而言，本研究將遊戲式學習模式結合AR工具發展「遊戲式AR導覽系統」，提供一個適合創客空間特性的創新有效學習工具，對於促進創客空間利用教育的推廣及多元學習模式上具有貢獻。
In recent years, makerspace has been regarded as an important learning field for cultivating students’ creative and thinking abilities. However, the diversified applications of makerspace equipment may cause that the librarians who are responsible for makerspace user education cannot burden their working load due to limitation of manpower. Therefore, if the basic makerspace user education can be supported by digital tools in an appropriate way, it will be possible to effectively save librarians’ working load and at the same time increase the willingness of users to use. This research designed a game-based augmented reality navigation system to support makerspace user education. Through the combination of game-based learning method and AR tools to assist makerspace user education, it aims to promote learners’ learning motivation and immersive experience, and enhances the learning performance of makerspace user education. Furthermore, this study also collected learners’ learning behaviors for behavior analysis to understand the effective learning mode of learners using the game-based augmented reality navigation system.With a true experimental research method, 7 students who participated in the makerspace guide of Dah Hsian Seetoo Library of National Chengchi University and 17 students from a high school in Keelung City were randomly selected as the research subjects. These 24 research subjects were randomly assigned with different learning models of makerspace user education. Among them, 10 students were assigned to the game-based learning group using the game-based augmented reality navigation system, the other 7 students were assigned to the web-based learning group using the web navigation system, and the remaining 7 students were assigned to the traditional librarian tour-based learning group using the narrative guided tour with librarian to conduct makerspace user education. An instruction experiment was conducted in order to examine whether the three learning groups’ learners and learners with different prior knowledge levels have significant differences in learning performance and learning motivation, and to examine whether there are significant differences in immersion experience between the game-based learning group and the web-based learning group’s learners, as well as the interview data was used to explore the behavior patterns of the three groups’ learners. Finally, based on the analysis of the learning process data, this study explored whether learners with different operating behavior patterns when using the game-based augmented reality navigation system will lead to having different learning performance and passing different numbers of challenge tasks.Research results show that overall learners, learners with different levels of prior knowledge in the game-based learning group had significantly better learning performance than those of the web-based learning group. Overall learners and learners with low prior knowledge in the game-based learning group had significantly better value component and expectancy components of learning motivation than those of the web-based learning group. In terms of immersive experience, overall learners and learners with high prior knowledge in the game-based learning group had significantly better engagement level of immersive experience than those of the web-based learning group, but not in engrossment level and total immersion level. In addition, from the results of behavioral analysis, learners with high learning performance who use the game-based augmented reality navigation system were more able to find the answer through reasoning after absorbing the learning contents and clues, and those with low learning performance relied more on luck and the number of attempts to complete the learning tasks. Compared the challenge task three with four, the learners’ overall learning behavior model is more streamlined, and the mastery of using the game is significantly improved.Based on the results, several suggestions for the application of game-based augmented reality navigation system to teaching and the future development direction are eventually proposed in this study. Overall speaking, this research combines game-based learning mode and AR tools to develop a game-based augmented reality navigation system. It provides an innovative and effective learning tool that is suitable for the characteristics of the makerspace. It would contribute to the improvement of traditional learning models with librarians’ instruction for innovative makerspace user education.參考文獻 一、中文文獻侯惠澤(2018)。寓教於樂知識主題桌上遊戲設計：含118人力銀行桌遊包。台北市：國立台灣科技大學。吳中盛(2020)。擴增實境教育遊戲編輯工具之發展與評估:運用於高中化學科之學習成效與行為分析。國立台灣科技大學未出版碩士論文，台北市。城市尋寶(2021)。城市尋寶:景點旅遊×實境解謎遊戲。檢索自https://riddlecity.cc/二、英文文獻Akçayır, M., & Akçayır, G. (2017). 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國立政治大學
圖書資訊與檔案學研究所
108155018資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108155018 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (Authors) 楊雅竹 zh_TW dc.contributor.author (Authors) Yang, Ya-Chu en_US dc.creator (作者) 楊雅竹 zh_TW dc.creator (作者) Yang, Ya-Chu en_US dc.date (日期) 2021 en_US dc.date.accessioned 2-Sep-2021 16:36:17 (UTC+8) - dc.date.available 2-Sep-2021 16:36:17 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2021 16:36:17 (UTC+8) - dc.identifier (Other Identifiers) G0108155018 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136928 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊與檔案學研究所 zh_TW dc.description (描述) 108155018 zh_TW dc.description.abstract (摘要) 近年來創客空間(Makerspace)被視為充實創意思維的重要場域，然而，創客空間設備的多元應用性，可能會使圖書館面臨館員人力不足且無法完整介紹的狀況。因此，若能將基本的創客空間導覽教學活動數位化，將可能有效節省圖書館教學人力，同時提升使用者的使用意願。本研究設計「遊戲式AR導覽系統」輔助學習者進行創客空間利用教育，透過結合遊戲式教學模式與AR工具輔助學習，進而促進學習者的學習動機及沉浸經驗，提升創客空間利用教育的學習成效。此外，亦蒐集學習者的學習歷程行為進行行為分析，藉此了解學習者在使用「遊戲式AR導覽系統」學習過程中的有效學習模式。本研究採用真實驗研究法，隨機選取參加國立政治大學達賢圖書館創客空間導覽之學生7名以及基隆市某高中之學生17名，合計共24名學生為研究對象，隨機進行不同學習模式的創客空間利用教育。其中10名學生分派為使用「遊戲式AR導覽系統」的遊戲組，另外7名學生分派為使用「網頁導覽系統」的網頁組，其餘7名學生則分派為「講述式館員導覽」的導覽組，以探討三組學習者在學習成效及學習動機上是否具有有顯著的差異，並探討遊戲組及網頁組學習者在沉浸經驗上是否有顯著的差異。另外，也以先備知識能力為背景變項，探討不同背景之三組學習者的學習成效、學習動機，以及沉浸經驗是否具有顯著的差異。此外，透過訪談資料探討三組學習者的學習行為模式。最後，根據學習歷程數據分析，探討高低不同學習成效的學習者以及學習者挑戰不同任務時運用「遊戲式AR導覽系統」進行創客空間利用教育時，是否具有不同的操作行為模式。研究結果發現，使用「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及高低不同先備知識學習者的學習成效皆顯著優於使用「網頁導覽系統」的學習者。在學習動機方面，使用「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及低先備知識學習者的學習動機價值與期望面向皆顯著優於使用「網頁導覽系統」的學習者。在沉浸經驗方面，「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及高先備知識學習者的沉浸經驗投入向度皆顯著優於「網頁導覽系統」的學習者，但學習動機及沉浸經驗總分上則沒有達到統計上的顯著差異。此外，從行為分析結果來看，使用「遊戲式AR導覽系統」的高學習成效者更能夠透過吸收學習內容與線索後，再經過推理找出答案；而低學習成效者則更常依靠運氣及嘗試次數來完成學習任務。而學習者挑戰到任務序三跟四時比起挑戰任務序一跟二時，整體學習行為模式更加精簡，對於遊戲的掌握度有明顯提升。最後基於研究結果，本研究提出「遊戲式AR導覽系統」應用於教學場域之教學建議以及系統改善建議，以及未來可以進一步探討的研究方向。整體而言，本研究將遊戲式學習模式結合AR工具發展「遊戲式AR導覽系統」，提供一個適合創客空間特性的創新有效學習工具，對於促進創客空間利用教育的推廣及多元學習模式上具有貢獻。 zh_TW dc.description.abstract (摘要) In recent years, makerspace has been regarded as an important learning field for cultivating students’ creative and thinking abilities. However, the diversified applications of makerspace equipment may cause that the librarians who are responsible for makerspace user education cannot burden their working load due to limitation of manpower. Therefore, if the basic makerspace user education can be supported by digital tools in an appropriate way, it will be possible to effectively save librarians’ working load and at the same time increase the willingness of users to use. This research designed a game-based augmented reality navigation system to support makerspace user education. Through the combination of game-based learning method and AR tools to assist makerspace user education, it aims to promote learners’ learning motivation and immersive experience, and enhances the learning performance of makerspace user education. Furthermore, this study also collected learners’ learning behaviors for behavior analysis to understand the effective learning mode of learners using the game-based augmented reality navigation system.With a true experimental research method, 7 students who participated in the makerspace guide of Dah Hsian Seetoo Library of National Chengchi University and 17 students from a high school in Keelung City were randomly selected as the research subjects. These 24 research subjects were randomly assigned with different learning models of makerspace user education. Among them, 10 students were assigned to the game-based learning group using the game-based augmented reality navigation system, the other 7 students were assigned to the web-based learning group using the web navigation system, and the remaining 7 students were assigned to the traditional librarian tour-based learning group using the narrative guided tour with librarian to conduct makerspace user education. An instruction experiment was conducted in order to examine whether the three learning groups’ learners and learners with different prior knowledge levels have significant differences in learning performance and learning motivation, and to examine whether there are significant differences in immersion experience between the game-based learning group and the web-based learning group’s learners, as well as the interview data was used to explore the behavior patterns of the three groups’ learners. Finally, based on the analysis of the learning process data, this study explored whether learners with different operating behavior patterns when using the game-based augmented reality navigation system will lead to having different learning performance and passing different numbers of challenge tasks.Research results show that overall learners, learners with different levels of prior knowledge in the game-based learning group had significantly better learning performance than those of the web-based learning group. Overall learners and learners with low prior knowledge in the game-based learning group had significantly better value component and expectancy components of learning motivation than those of the web-based learning group. In terms of immersive experience, overall learners and learners with high prior knowledge in the game-based learning group had significantly better engagement level of immersive experience than those of the web-based learning group, but not in engrossment level and total immersion level. In addition, from the results of behavioral analysis, learners with high learning performance who use the game-based augmented reality navigation system were more able to find the answer through reasoning after absorbing the learning contents and clues, and those with low learning performance relied more on luck and the number of attempts to complete the learning tasks. Compared the challenge task three with four, the learners’ overall learning behavior model is more streamlined, and the mastery of using the game is significantly improved.Based on the results, several suggestions for the application of game-based augmented reality navigation system to teaching and the future development direction are eventually proposed in this study. Overall speaking, this research combines game-based learning mode and AR tools to develop a game-based augmented reality navigation system. It provides an innovative and effective learning tool that is suitable for the characteristics of the makerspace. It would contribute to the improvement of traditional learning models with librarians’ instruction for innovative makerspace user education. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的 5第三節 研究問題 6第四節 研究範圍與限制 7第五節 重要名詞解釋 8第二章 文獻探討 10第一節 創客空間利用教育 10第二節 遊戲式學習 13第三節 擴增實境 16第三章 研究設計與實施 18第一節 研究架構 18第二節 研究方法 22第三節 研究對象 23第四節 實驗設計與流程 23第五節 研究工具 26第六節 資料處理與分析 43第七節 研究實施步驟 45第四章 實驗結果分析 47第一節 使用不同學習模式進行創客空間利用教育之三組學習者在學習成效、學習動機以及沉浸經驗之差異分析 47第二節 使用三種不同學習模式進行創客空間利用教育之不同先備知識學習者在學習成效、學習動機以及沉浸經驗之差異分析 54第三節 不同高低學習成效之學習者使用「遊戲式AR導覽系統」輔以進行創客空間利用教育的系統操作行為分析 65第四節 使用「遊戲式AR導覽系統」輔以進行創客空間利用教育的學習者挑戰不同任務之系統操作行為分析 76第五節 訪談質性資料分析 96第六節 綜合討論 104第五章 結論與建議 113第一節 結論 113第二節 「遊戲式AR導覽系統」應用於教學的建議 119第三節 未來研究方向 121參考文獻 123附錄一 創客空間利用教育測驗卷 130附錄二 學習動機量表 136附錄三 沉浸經驗感受問卷 140附錄四 半結構式訪談大綱 145附錄五 參與研究同意書 147 zh_TW dc.format.extent 6168468 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108155018 en_US dc.subject (關鍵詞) 創客空間 zh_TW dc.subject (關鍵詞) 創客空間利用教育 zh_TW dc.subject (關鍵詞) 擴增實境 zh_TW dc.subject (關鍵詞) 遊戲式學習 zh_TW dc.subject (關鍵詞) 另類實境遊戲 zh_TW dc.subject (關鍵詞) 行為分析 zh_TW dc.subject (關鍵詞) 滯後序列分析 zh_TW dc.subject (關鍵詞) 學習成效 zh_TW dc.subject (關鍵詞) 學習動機 zh_TW dc.subject (關鍵詞) 沉浸經驗 zh_TW dc.subject (關鍵詞) Makerspace en_US dc.subject (關鍵詞) Makerspace user educatio en_US dc.subject (關鍵詞) Augmented reality en_US dc.subject (關鍵詞) Game-based learning en_US dc.subject (關鍵詞) Alternate reality game en_US dc.subject (關鍵詞) Learning process analysis en_US dc.subject (關鍵詞) Lag sequential analysis en_US dc.subject (關鍵詞) Learning performance en_US dc.subject (關鍵詞) Learning motivation en_US dc.subject (關鍵詞) Immersive experience en_US dc.title (題名) 遊戲式擴增實境導覽系統支援創客空間利用教育之研究 zh_TW dc.title (題名) A Game-based Augmented Reality Navigation System to Support MakerSpace User Education en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文文獻侯惠澤(2018)。寓教於樂知識主題桌上遊戲設計：含118人力銀行桌遊包。台北市：國立台灣科技大學。吳中盛(2020)。擴增實境教育遊戲編輯工具之發展與評估:運用於高中化學科之學習成效與行為分析。國立台灣科技大學未出版碩士論文，台北市。城市尋寶(2021)。城市尋寶:景點旅遊×實境解謎遊戲。檢索自https://riddlecity.cc/二、英文文獻Akçayır, M., & Akçayır, G. 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