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題名 混合實境於虛實整合數位策展應用與成效評估研究
The Effects of a Digital Curation Integrating Virtual and Physical Contexts based on Mixed Reality on Curation Performance
作者 林芯瑜
Lin, Hsin-Yu
貢獻者 陳志銘
Chen, Chih-Ming
林芯瑜
Lin, Hsin-Yu
關鍵詞 展覽
遊戲化學習
混合實境
學習成效
學習動機
沉浸經驗
學習行為分析
滯後序列分析
Exhibition
Gamification of Learning
Mixed reality
Learning performance
Learning motivation
Immersive experience
Learning process analysis
Lag sequential analysis
日期 2023
上傳時間 2-Aug-2023 14:28:51 (UTC+8)
摘要 策展在非正式學習場域中扮演的學習價值已扮演越來越重要的角色，它提供了與傳統課堂學習方式不同的學習體驗，主要係透過更多樣化的不同形式媒體學習資源，以及互動機制，讓學習者能夠在更豐富、更具有互動性的學習環境中進行學習。本研究運用混合實境所具備的虛實整合特性，發展「混合實境數位策展系統」，開發創新的輔助觀看展覽學習工具，將策展內容結合遊戲化學習與混合實境技術，讓學習者能夠在虛實整合的策展環境中透過蒐集線索、任務挑戰方式，來提升學習者在觀展學習過程中的學習成效及學習動機。此外，本研究亦將學習者的學習歷程進行行為分析，以藉此了解學習者使用「混合實境數位策展系統」輔以學習過程中的有效學習行為模式。
本研究採用真實驗研究法，透過線上報名的方式招募受試者，研究對象為參加國立政治大學達賢圖書館特藏組舉辦之方豪特展的大專學生和研究生，合計共26名，將研究對象隨機分派為採用不同學習模式輔以進行方豪特展學習的實驗組與控制組。其中13名為使用「混合實境數位策展系統」輔以進行方豪特展學習的實驗組，另外13名為使用「自行觀看展覽模式」以進行方豪特展學習的控制組，以探討兩組學習者以及不同背景的兩組學習者在學習成效及學習動機上是否具有顯著的差異。此外，實驗組學習者使用「混合實境數位策展系統」輔以進行方豪特展學習時，系統會記錄實驗組學習者點擊系統各項功能之學習歷程行為，並據此作為學習行為模式分析之依據；也會針對實驗組不同背景學習者的沉浸經驗是否具有顯著的差異進行分析。
研究結果發現，使用「混合實境數位策展系統」輔以進行方豪特展學習的整體學習者，以及低先備知識學習者在學習成效上顯著優於使用「自行觀看展覽模式」的學習者。在學習動機方面，使用「混合實境數位策展系統」輔以進行方豪特展學習的整體學習者，以及高低不同先備知識學習者與不同圖文認知風格學習者在整體學習動機與價值及期望面向上皆顯著優於使用「自行觀看展覽模式」的學習者。在沉浸經驗方面，使用「混合實境數位策展系統」輔以進行方豪特展學習的低先備知識學習者，在沉浸經驗中的投入階段上顯著優於使用「混合實境數位策展系統」輔以進行方豪特展學習的高先備知識學習者。此外，從行為分析結果來看，使用「混合實境數位策展系統」輔以方豪特展學習的高成效學習者在完成系統指定任務時，操作虛擬物件的次數比低學習成效學習者少，顯示高成效學習者能更有效率的操作系統功能，找出完成任務的較佳方式。而高低不同學習成效之學習者使用不同方式完成任務，高成效學習者會嘗試各種操作，試圖找出完成任務的較佳方法，採用的策略是同時操作三個任務的方式，來提升任務完成的效率；而低成效學習者比較無法在各個區域中找出有效率的完成任務方法，採用的策略仍是完成單一任務的方式，因此需要花費較多的時間及注意力在操作虛擬物件上，比較無法專注於吸收展覽擬傳達的學習內容。
最後依據研究結果，本研究提出「混合實境數位策展系統」系統改善建議，以及未來研究方向。總結來說，本研究將策展內容結合遊戲化學習與混合實境技術發展「混合實境數位策展系統」，提供一個創新的輔助觀看展覽的學習工具，對於促進數位策展學習具有貢獻。
Digital curation for supporting informal learning has become increasingly significant in educational settings due to offering an alternative learning experience compared to traditional teacher lecture methods. Digital curation provides diverse learning media resources and more interactive learning environment to support informal learning. This study presents a novel “Mixed Reality Digital Curatorial System” to leverage mixed reality technology with gamified mechanisms to create an innovative learning tool for learning by digital curation support. This system combines mixed reality with game-based learning, allowing learners to collect clues and complete learning tasks in a virtual-real curatorial environment. The goal is to enhance learners’ learning effectiveness and motivation during learning by digital curation support. Additionally, this study conducted behavioral analysis of learners’ learning processes to understand what the effective learning patterns with the “Mixed Reality Digital Curatorial System” for supporting digital curation are.”

This study randomly assigned a total of 26 college and graduate students participating in the curation of Fanghao Special Exhibition organized by the Special Collections Section of the Dah Hsian Seetoo Library at National Chengchi University to two different learning modes of the exhibition. Among them, a total of 13 students were randomly assigned to the experimental group using the “Mixed Reality Digital Curatorial System” to support learning, while the remaining 13 students were assigned to the control group using the “free-viewing exhibition mode.” This study is aimed to examine if there were significant differences in learning effectiveness and motivations between the two groups of learners and learners with different backgrounds. Moreover, the experimental group students’ interactions with the ”Mixed Reality Digital Curatorial System” during viewing the Fanghao exhibition were recorded, providing a basis for analyzing learning behavior patterns and this study also examines whether there were significant differences in the immersion experiences of learners from different backgrounds in the experimental group.
The study results revealed that learners who used the “Mixed Reality Digital Curatorial System” to aid their learning of the Fanghao Special Exhibition, especially those with low prior knowledge, achieved significantly better learning effectiveness compared to those who used the “free-viewing exhibition mode.” Regarding learning motivation, learners using the “Mixed Reality Digital Curatorial System,” regardless of their levels of prior knowledge and different cognitive styles in terms of verbalizers and visualizers, demonstrated significantly higher overall learning motivation, learning motivation in values, and expectations dimensions compared to learners using the “free-viewing exhibition mode.” In terms of immersion experience, learners with low prior knowledge using the “Mixed Reality Digital Curatorial System” during viewing the Fanghao special exhibition showed significantly higher engagement levels in the immersion experience compared to learners with high prior knowledge using the “Mixed Reality Digital Curatorial System.” Furthermore, behavioral pattern analysis revealed that high-performance learners using the “Mixed Reality Digital Curatorial System” operated virtual objects less frequently than low-performance learners when completing system-assigned tasks. High-performance learners showed more efficiency in operating system functions and finding better ways to complete the tasks assigned. In other words, high-performance learners employed strategies like multitasking to improve task completion efficiency, while low-performance learners struggled to find efficient ways to complete tasks in each exhibition area, resorting to complete the tasks assigned by using single-task strategy. As a result, they spent more time and attention manipulating virtual objects and had less focus on absorbing the exhibition’s intended content.

Based on the study’s findings, this study proposes several suggestions for system improvement and future research directions for the developed “Mixed Reality Digital Curatorial System.” In conclusion, this study successfully combines curatorial content with game-based learning and mixed-reality technology, resulting in the emerging development of a “Mixed Reality Digital Curatorial System.” This system serves as an innovative learning tool for exhibition viewing and contributes to the advancement of learning experiences at the Fanghao Special Exhibition.
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描述 碩士
國立政治大學
圖書資訊與檔案學研究所
110155019
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110155019
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih-Mingen_US
dc.contributor.author (Authors) 林芯瑜zh_TW
dc.contributor.author (Authors) Lin, Hsin-Yuen_US
dc.creator (作者) 林芯瑜zh_TW
dc.creator (作者) Lin, Hsin-Yuen_US
dc.date (日期) 2023en_US
dc.date.accessioned 2-Aug-2023 14:28:51 (UTC+8)-
dc.date.available 2-Aug-2023 14:28:51 (UTC+8)-
dc.date.issued (上傳時間) 2-Aug-2023 14:28:51 (UTC+8)-
dc.identifier (Other Identifiers) G0110155019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146678-
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) 110155019zh_TW
dc.description.abstract (摘要) 策展在非正式學習場域中扮演的學習價值已扮演越來越重要的角色，它提供了與傳統課堂學習方式不同的學習體驗，主要係透過更多樣化的不同形式媒體學習資源，以及互動機制，讓學習者能夠在更豐富、更具有互動性的學習環境中進行學習。本研究運用混合實境所具備的虛實整合特性，發展「混合實境數位策展系統」，開發創新的輔助觀看展覽學習工具，將策展內容結合遊戲化學習與混合實境技術，讓學習者能夠在虛實整合的策展環境中透過蒐集線索、任務挑戰方式，來提升學習者在觀展學習過程中的學習成效及學習動機。此外，本研究亦將學習者的學習歷程進行行為分析，以藉此了解學習者使用「混合實境數位策展系統」輔以學習過程中的有效學習行為模式。
本研究採用真實驗研究法，透過線上報名的方式招募受試者，研究對象為參加國立政治大學達賢圖書館特藏組舉辦之方豪特展的大專學生和研究生，合計共26名，將研究對象隨機分派為採用不同學習模式輔以進行方豪特展學習的實驗組與控制組。其中13名為使用「混合實境數位策展系統」輔以進行方豪特展學習的實驗組，另外13名為使用「自行觀看展覽模式」以進行方豪特展學習的控制組，以探討兩組學習者以及不同背景的兩組學習者在學習成效及學習動機上是否具有顯著的差異。此外，實驗組學習者使用「混合實境數位策展系統」輔以進行方豪特展學習時，系統會記錄實驗組學習者點擊系統各項功能之學習歷程行為，並據此作為學習行為模式分析之依據；也會針對實驗組不同背景學習者的沉浸經驗是否具有顯著的差異進行分析。
研究結果發現，使用「混合實境數位策展系統」輔以進行方豪特展學習的整體學習者，以及低先備知識學習者在學習成效上顯著優於使用「自行觀看展覽模式」的學習者。在學習動機方面，使用「混合實境數位策展系統」輔以進行方豪特展學習的整體學習者，以及高低不同先備知識學習者與不同圖文認知風格學習者在整體學習動機與價值及期望面向上皆顯著優於使用「自行觀看展覽模式」的學習者。在沉浸經驗方面，使用「混合實境數位策展系統」輔以進行方豪特展學習的低先備知識學習者，在沉浸經驗中的投入階段上顯著優於使用「混合實境數位策展系統」輔以進行方豪特展學習的高先備知識學習者。此外，從行為分析結果來看，使用「混合實境數位策展系統」輔以方豪特展學習的高成效學習者在完成系統指定任務時，操作虛擬物件的次數比低學習成效學習者少，顯示高成效學習者能更有效率的操作系統功能，找出完成任務的較佳方式。而高低不同學習成效之學習者使用不同方式完成任務，高成效學習者會嘗試各種操作，試圖找出完成任務的較佳方法，採用的策略是同時操作三個任務的方式，來提升任務完成的效率；而低成效學習者比較無法在各個區域中找出有效率的完成任務方法，採用的策略仍是完成單一任務的方式，因此需要花費較多的時間及注意力在操作虛擬物件上，比較無法專注於吸收展覽擬傳達的學習內容。
最後依據研究結果，本研究提出「混合實境數位策展系統」系統改善建議，以及未來研究方向。總結來說，本研究將策展內容結合遊戲化學習與混合實境技術發展「混合實境數位策展系統」，提供一個創新的輔助觀看展覽的學習工具，對於促進數位策展學習具有貢獻。		zh_TW
dc.description.abstract (摘要) Digital curation for supporting informal learning has become increasingly significant in educational settings due to offering an alternative learning experience compared to traditional teacher lecture methods. Digital curation provides diverse learning media resources and more interactive learning environment to support informal learning. This study presents a novel “Mixed Reality Digital Curatorial System” to leverage mixed reality technology with gamified mechanisms to create an innovative learning tool for learning by digital curation support. This system combines mixed reality with game-based learning, allowing learners to collect clues and complete learning tasks in a virtual-real curatorial environment. The goal is to enhance learners’ learning effectiveness and motivation during learning by digital curation support. Additionally, this study conducted behavioral analysis of learners’ learning processes to understand what the effective learning patterns with the “Mixed Reality Digital Curatorial System” for supporting digital curation are.”

This study randomly assigned a total of 26 college and graduate students participating in the curation of Fanghao Special Exhibition organized by the Special Collections Section of the Dah Hsian Seetoo Library at National Chengchi University to two different learning modes of the exhibition. Among them, a total of 13 students were randomly assigned to the experimental group using the “Mixed Reality Digital Curatorial System” to support learning, while the remaining 13 students were assigned to the control group using the “free-viewing exhibition mode.” This study is aimed to examine if there were significant differences in learning effectiveness and motivations between the two groups of learners and learners with different backgrounds. Moreover, the experimental group students’ interactions with the ”Mixed Reality Digital Curatorial System” during viewing the Fanghao exhibition were recorded, providing a basis for analyzing learning behavior patterns and this study also examines whether there were significant differences in the immersion experiences of learners from different backgrounds in the experimental group.
The study results revealed that learners who used the “Mixed Reality Digital Curatorial System” to aid their learning of the Fanghao Special Exhibition, especially those with low prior knowledge, achieved significantly better learning effectiveness compared to those who used the “free-viewing exhibition mode.” Regarding learning motivation, learners using the “Mixed Reality Digital Curatorial System,” regardless of their levels of prior knowledge and different cognitive styles in terms of verbalizers and visualizers, demonstrated significantly higher overall learning motivation, learning motivation in values, and expectations dimensions compared to learners using the “free-viewing exhibition mode.” In terms of immersion experience, learners with low prior knowledge using the “Mixed Reality Digital Curatorial System” during viewing the Fanghao special exhibition showed significantly higher engagement levels in the immersion experience compared to learners with high prior knowledge using the “Mixed Reality Digital Curatorial System.” Furthermore, behavioral pattern analysis revealed that high-performance learners using the “Mixed Reality Digital Curatorial System” operated virtual objects less frequently than low-performance learners when completing system-assigned tasks. High-performance learners showed more efficiency in operating system functions and finding better ways to complete the tasks assigned. In other words, high-performance learners employed strategies like multitasking to improve task completion efficiency, while low-performance learners struggled to find efficient ways to complete tasks in each exhibition area, resorting to complete the tasks assigned by using single-task strategy. As a result, they spent more time and attention manipulating virtual objects and had less focus on absorbing the exhibition’s intended content.

Based on the study’s findings, this study proposes several suggestions for system improvement and future research directions for the developed “Mixed Reality Digital Curatorial System.” In conclusion, this study successfully combines curatorial content with game-based learning and mixed-reality technology, resulting in the emerging development of a “Mixed Reality Digital Curatorial System.” This system serves as an innovative learning tool for exhibition viewing and contributes to the advancement of learning experiences at the Fanghao Special Exhibition.		en_US
dc.description.tableofcontents 謝辭 i
摘要 iii
目次 viii
圖次 x
表次 xii
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 7
第二章 文獻探討 11
第一節 策展的意義與應用 11
第二節 遊戲化學習與應用 13
第三節 混合實境技術與應用 16
第三章 系統設計 20
第一節 系統設計理念 20
第二節 學習內容設計與實體展間佈置 21
第三節 系統介面功能與操作流程 24
第四節 系統開發環境 44
第四章 研究設計與實施 46
第一節 研究架構 46
第二節 研究方法 49
第三節 研究對象 51
第四節 實驗設計與流程 51
第五節 研究工具 54
第六節 資料處理與分析 59
第七節 研究實施步驟 61
第五章 實驗結果分析 63
第一節 兩組使用不同學習模式的學習者在學習成效及學習動機之差異分析 63
第二節 使用兩種不同學習模式輔以進行方豪特展學習之不同策展先備知識學習者在學習成效及學習動機之差異分析 69
第三節 使用兩種不同學習模式進行方豪特展學習之不同認知風格學習者在學習成效及學習動機之差異分析 76
第四節 不同策展先備知識與不同認知風格之學習者使用「混合實境數位策展系統」輔以進行方豪特展學習沉浸經驗之差異分析 83
第五節 高低不同學習成效之學習者使用「混合實境數位策展系統」輔以進行方豪特展學習的系統操作行為分析 86
第六節 訪談質性資料分析 149
第七節 綜合討論 160
第六章 結論與建議 169
第一節 結論 169
第二節 改進「混合實境數位策展系統」的建議 173
第三節 未來研究方向 175
參考文獻 177
附錄一 參與研究同意書 186
附錄二 方豪特展相關知識測驗卷 187
附錄三 團體藏圖測驗 198
附錄四 沉浸經驗感受問卷 205
附錄五 學習動機量表 207
附錄六 半結構式訪談大綱 210		zh_TW
dc.format.extent 17921367 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110155019en_US
dc.subject (關鍵詞) 展覽zh_TW
dc.subject (關鍵詞) 遊戲化學習zh_TW
dc.subject (關鍵詞) 混合實境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) 學習行為分析zh_TW
dc.subject (關鍵詞) 滯後序列分析zh_TW
dc.subject (關鍵詞) Exhibitionen_US
dc.subject (關鍵詞) Gamification of Learningen_US
dc.subject (關鍵詞) Mixed realityen_US
dc.subject (關鍵詞) Learning performanceen_US
dc.subject (關鍵詞) Learning motivationen_US
dc.subject (關鍵詞) Immersive experienceen_US
dc.subject (關鍵詞) Learning process analysisen_US
dc.subject (關鍵詞) Lag sequential analysisen_US
dc.title (題名) 混合實境於虛實整合數位策展應用與成效評估研究zh_TW
dc.title (題名) The Effects of a Digital Curation Integrating Virtual and Physical Contexts based on Mixed Reality on Curation Performanceen_US
dc.type (資料類型) thesisen_US
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