Factors Influencing Learner Presence in Mix-Reality Instruction
| Autor: | Li, Cheng-Rong, 李承蓉 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 Many researches have proved that applying mobile augmented reality (MAR) in education can enhance learners’ learning efficiency and learning motivation, but some researches have debated that the students who deeply immerse in the virtual learning materials might pay little attention to the authentic surroundings. Researchers previously claimed that the subjective degree of presence in virtual environment should be evaluated in advance because learning effect might be affected by personal experience and individual characteristics. To better evaluate level of presence in MAR surroundings, this study suggests a series of evaluation methodology, so called “learner presence in mix-reality instruction”, along with the “augmented reality (AR) learning experience” including learning experience and interactive experience for exploring the influences on learner presence. Carbon footprint calculation, one of the general scientific topics advocated in Taiwan recently, was selected as the learning content. In this study, the learner presence in mix-reality instruction was evaluated by physical presence, social presence, temporal presence and learner’s interaction in mix-reality. The learning effect and AR learning experience were assumed to be sensitive to the degrees of learner presence in mix-reality. The study recruited 60 elementary school students of 5th- and 6th-grade in New Taipei City. After a MAR learning activity, the questionnaires were applied to measure learner presence and to investigate the learning effect and AR learning experience under the influence of learner presence. The results showed that there are different levels of learner presence in mix-reality between target learners. Most of the learners had great improvement on learning effects after the MAR learning activity. The level of learner presence in mix-reality is significantly related to the learning effect. The results also showed that the learner presence in mix-reality is related to the AR learning experience. Moreover, the learner presence in mix-reality is related to interactive experience and learning experience respectively. This indicated that the levels of learner presence in mix-reality were affected by learners’personal experience. The results suggested that educators should take the effect of learner presence in mix-reality and AR learning experiences into consideration while adopting MAR learning activities. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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