探索擴增實境科學小說閱讀對大專院校學生的科學知識觀之影響及認知負荷感受

Exploring Higher Education Students’ Scientific Epistemic Change and Their Cognitive Load Through Augmented Reality Science Novel Reading

過去研究指出，閱讀多元或具衝突觀點文章對於學生的知識觀改變有正面影響，且對於擴增實境科技輔助知識觀改變的研究探索有限，因此，本研究採用結合擴增實境技術的科學小說系統，期望藉由閱讀以衝突科學理論觀點為文本基礎的短篇小說，探討導入擴增實境的科學小說對學習者的科學知識觀之影響及其認知負荷感受。本研究共邀請65位大學生與研究生參與擴增實境科學小說的閱讀活動，科學知識觀前後測的結果發現，擴增實境科學小說可促進高等教育學生的絕對觀點取向之科學知識觀改變，且進一步的性別與學科背景差異分析發現，擴增實境科學小說的呈現形式對於女性或具社會科學背景的學生較有幫助。雖然學生的認知負荷感受沒有顯著的性別與學科背景差異，但本研究透過集群分析將學生的認知負荷感受分為三種類別：「高內在認知負荷組」、「高外在認知負荷組」及「適量整體認知負荷組」，發現「高外在認知負荷組」的學生較無法從本閱讀活動中獲益。雖然本研究結果無法證實擴增實境科學小說閱讀對於成熟科學知識觀信念的正面影響，但基於更進一步的教學策略及系統設計提議，本研究提出以擴增實境科學小說閱讀策略來增進科學知識觀發展的想法可供未來研究參考。

Previous studies have indicated that reading text with information of conflicting viewpoints may positively foster changes of learners’ epistemic beliefs. Research on the exploration of facilitating epistemic change with the aid of augmented reality (AR) technology was also limited. Therefore, this study was conducted to examine students’ scientific epistemic change and their perceived cognitive load when involving in reading a scientific novel with controversial science theory by AR technology. This study invited 65 undergraduate and graduate students to participate in the AR science novel reading activity. The results of pretest-posttest for scientific epistemic change showed that the AR science novel in this study could significantly facilitate the absolutist scientific epistemic change of the students in higher education. Further analyses for gender and major background differences addressed that the AR science novel may be helpful for females and the ones majoring in social science. There were no gender and major background differences in the students’ perceived cognitive load found in this study. A series of cluster analysis to generate three types of cognitive load including (1) cluster 1: “high intrinsic cognitive load group,” (2) cluster 2: “high extraneous cognitive load group,” and (3) cluster 3: “balanced cognitive load group” was further conducted. The results showed that the students in the “high extraneous cognitive load group” may not be benefited through the AR science novel reading. Despite the fact that the sophisticated epistemic beliefs could not be facilitated in this study, we proposed some instructional approaches and suggestions for AR book system design to reinforce students’ development of sophisticated scientific epistemic beliefs for future work.