探討幼童對擴增實境之科技接受模式-以學習形狀及顏色能力為例

摘要

              在科技化的世代，學習已不再侷限於紙本教學，而是越來越多的行動裝置加入學習的方式。為達到較佳的學習成效，除了搭配行動裝置外，利用擴增實境(Augmented Reality, AR)輔助教學，讓學習變得更為有趣、好玩，也有助於提升學習的動機。本研究透過擴增實境技術搭配立體圖像、 顏色及聲音，以幼童學習的形狀書作為學習教材，經由觀察、記錄探討兒童對於擴增實境的科技接受模式(Technology Acceptance Model, TAM)等相關研究，並根據研究結果提出行動學習的建議，在未來成為行動學習設計的參考。本次研究之結果，對於大部分的幼童在使用本研究自製的「CoShaper」擴增實境學習應用程式後，在形狀及顏色的辨識學習力較高，針對科技接受模式之施測分析數據，在知覺有用性、知覺易用性、使用態度及行為意願各構面皆顯示透過應用程式學習接受度較高。

The Study of Using Augmented Reality in Children’s Learn Shape and Color Capability by Technology Acceptance Model

ABSTRACT

               In this technological age, learning is no longer constrained to pen-and-paper based learning. Mobilelearning is slowly becoming an increasingly popular method of learning. In order to achieve more effective learning, augmented reality supported learning is addition to mobile device integration. This allows for learning to become more fun and interesting as well as boosting motivation for learning. This study uses augmented reality alongside 3D graphics, colors, and sound. Shape-recogniztion books for children are used as the learning material. Through observation, recording, and discussion of studies regarding the technology acceptance model applied to children, suggestions for future mobile learning can be made based on study results. These can serve as guidence for future mobile learning designers. The results of this test show that most children after using CoShaper will have learned more efficiently in terms of identifying shapes and colors. In addition after analyzing Technology Acceptance Model (TAM) statistics, which include perceived usefulness, perceived ease of use, attitude, and willingness of use, it was discovered that all the analyzed statistics were all larger than 3. This indicates a high acceptance towards learning through apps.