擴增實境應用在基本設計教學之心流體驗探討

Exploring the Flow Experience of Augmented Reality Applied to Basic Design Teaching

"「基本設計」是訓練設計系學生造形能力與美感經驗的重要課程，基本設計教學非常重視學生對於造形的體驗；而近年「擴增實境」（augmented reality, AR）逐漸成為輔助教學的一種技術，但少有在基本設計教學上的應用。因此本研究嘗試將AR技術應用於基本設計教學的「造形課程」單元，先開發AR造形課程教材，再分析AR教學對於學生「學習成效」，及學生學習過程中產生「心流體驗」對「學習態度」，以及「持續使用意圖」之影響。研究分二部分進行：1.首先分析基本設計教學之造形課程單元中，採用AR教學（實驗組）與紙本學習單教學（對照組）二組學生之學習成效差異；2.再以心流體驗之PAT模型（person-artefact-task model），分析學習者（學生因素）、AR教材（設備因素）和學習目的（任務因素）三方面的影響與交互的作用。本研究發現：1.將AR教材應用在基本設計教學之造形課程單元教學，可提高學生的專注度與學習興趣；2.在造形課程單元中，實驗組學生與對照組學生對於學習能力方面，存在顯著性差異，AR教材有助於提高學生之學習能力；3.學生因素的技能、控制力，與設備因素的互動性、臨場感，及任務因素的自我效能、挑戰性，對心流體驗產生正向影響；4.學生在學習AR教材時產生之心流體驗越強，學習態度與持續使用意圖會越明顯。整體而言，本研究對於AR教學的心流體驗提出了新觀點，可以提供教師在規劃AR教材以及在課程實施時之參考。"

Basic Design is an important course for the building of the styling ability and aesthetic experience of students majoring in design. In recent years, Augmented Reality (AR) has gradually become a teaching aid; its application in the teaching of Basic Design, however, is been rare. This research tries to apply the AR technology into the course of Basic Design by developing the AR course materials first then followed by analyzing the learning outcomes among students receiving AR teaching, and the effect of the flow experience of students on their attitude towards learning and continuance intention. This study was carried out in two parts: (1) differences in learning outcomes of students from two groups, i.e. the AR teaching group (experiment group) and the traditional teaching group (control group) of Basic Design were analyzed; (2) the effect of learners (students), AR teaching materials (equipment) and purposes of learning (tasks) were studied with the Person-Artefact-Task (PAT) model of flow experience. The study found that: (1) the application of AR teaching materials to the teaching of Basic Design could enhance students' concentration and overall interest in learning. (2) students from the experiment group and from the control group showed significant differences in terms of learning ability, AR teaching contributed to the improvement of students' learning ability. (3) skills and control of the students, interactivity and telepresence of the equipment, self-efficacy and challenge of the tasks had a positive effect on the flow experience. (4) the stronger the flow experience of students during AR learning, the better their attitudes towards learning and continuance intention would be. This research put forward a new perspective of flow experience in AR teaching, and could serve as a reference to teachers' planning and practice of AR teaching materials.