穿戴式科技之擴增實境體現認知設計對學習者數位學習動機與學習成效之影響-以智慧眼鏡為例

This study aimed to examine the effects of using a smart-glasses-based augmented reality (AR) to deliver embodied cognitive learning support on student’s learning of science and problem-solving. In the third research stage, the effects of types of learning support and learning strategy on junior high school students’ performance and motivation in a robot programming project were investigated. This quasi-experimental study employed a 2x2 factorial design. The independent variables included type of learning support, paper-based vs. paper-based-AR, and type of learning strategy, problem-based vs. worked-example. The dependent variables were project performance and motivation. Participants were 9th-graders from a junior high school located in the northern Taiwan and the effective sample size was 124. The preliminary analysis revealed that (a) for the project performance, the use of smart-glasses-based AR to deliver embodied cognitive learning support did enhance the participants' project performance and learning motivation; and no matter the adopting the problem-based strategy or the worked-example strategy, the learners performed equally in the robot programming project; and (b) as for learning motivation, all participants showed positive motivation toward the employed robot programming project and the smart-glasses-based AR learning support enhanced participants' learning motivation in all component aspects. Finally, based on the results of this research stage, it was concluded that employing a smart-glasses-based AR learning support can enhance participants' programming performance and learning motivation, and using the paper-based learning support or the problem-based strategy can bring about greater advantage on promoting participants’ project performance in aspects of interface design and creativity. Further studies are suggested to explore the effects of the advantages of adopting the paper-based learning support and the problem-based strategy.