運用數位科技於戶外教育場域之科學繪本教學設計──從教學者觀點探討

Design of Science Picture Books for the Application of Digital Technology in Outdoor Education: The Viewpoint from Educators

本研究旨在了解以自製的「QR Codes科學繪本」及「iBooks科學繪本」等二種數位化設計工具，分別進行學生在戶外探索教育活動時的運用探討，以及未來教育人員在進行戶外教學設計時的參考。戶外教學活動實施後，以6位教學者的角度，先從5個互動設計原則（簡易性、易視性、導航、好的配對及侷限、回饋）針對此二種科學繪本數位化設計進行檢核，同時輔以質性研究方法中的半結構式訪談教學者，進一步了解學生在戶外探索之學習成效、操作運用及設計改善等，並分析討論，研究結果發現如下：1.二種數位化設計工具皆符合五個互動設計原則，且對學生學習皆對其學習動機、認知理解、合作學習互動、操作及教學活動進行容易、創意及機動性與教學有效性等特色有良好的成效。2.二種數位設計皆有網路死角所導致無法連結影音導覽延伸教材、學生仍要習慣與傳統不同之學習方式及安排每人使用一臺行動裝置等待改進問題，另外，有行動裝置不普及、合作學習分組人數、電子書迷航等差異性待改進問題。本研究結果採用行動情境學習方式之科學繪本數位化設計能實際幫助學生和戶外情境有效的結合，透過體驗探索，配合影音導覽延伸教材的方式，可以協助其發現及解決問題的方式，並增進自己對科學繪本內容的理解。

The purpose of this study is to discuss the application of students' outdoor exploration activities, which uses two digital design tools, 'QR Code science picture book' and 'iBooks science picture book', and references for educators' design in the future. After the implementation of the outdoor education activities, following the five interactive design principles (ease of use, visibility, navigation, good mapping and constraint, feedback) to inspect the two digital designs of these two science picture books from the perspective of 6 instructors. Simultaneously, supplemented by semi-structured interviews with educators in qualitative research methods, to further understand the learning effectiveness, operation and design improvement of students in outdoor exploration, the findings are as follows: 1. Both digital design tools conform to the five interaction design principles, and the process of students' learning has the following characteristics: 'improving learning motivation', 'improving cognitive understanding', 'promoting cooperative learning interaction', 'creative and convenient', 'improving teaching effectiveness' and 'operation and Teaching activities are easy to implement.' 2. The two digital designs have same disadvantages, such as in which the Internet cannot be accessed resulting in the inability to connect with the audio-visual guide extension to the textbooks, as well as the students still have to get used to different learning methods from the traditional. Besides, they have different problems to be solved: the different number of members arranged for the group to carry out cooperative learning, the popularity of mobile devices in schools is low and so on. The results of this study indicate that educators believe that the digital design of scientific picture books can help learners effectively integrate with real-life situations. Through the experience exploration of themselves in the actual environment, and the supplementing teaching materials with audiovisual guides, learners can discover and solve problems, and improve their understanding on the contents of scientific picture books.