擴增實境融入教育科技課程對師資生科技應用與教學設計能力之影響

An Exploration of the Impact of Augmented Reality Integration into Educational Technology Curriculum on Teachers' Technology Application and Instructional Design Capabilities

本研究旨在探討為期四週的擴增實境（Augmented Reality, AR）教學設計與應用課程，對大學師資生在基礎認知、接受態度、操作技能與建模設計能力之影響。研究對象為15名教育相關科系師資生，課程內容依週次規劃為AR原理與應用體驗、基礎建模練習、進階設計引導與創意發表四個階段。研究採單組前後測準實驗設計，並以「擴增實境教學應用問卷」為主要量化工具，問卷包含四個構面：了解與基礎認知、接受態度、操作技能與建模能力；另輔以學生作品與訪談資料進行質性分析。結果顯示，課程介入後四個構面與總分皆顯著提升，達統計上顯著水準。訪談結果亦顯示，師資生對課程高度肯定，認為AR能增進教學的趣味性與互動性，並提升學生的學習動機與理解能力。綜合分析結果，AR課程能有效促進師資生之科技接受度與創新教學設計能力，展現AR融入師資培育課程之可行性與教育價值。

This study aimed to explore the effects of a four-week Augmented Reality (AR) instructional design and application course on pre-service teachers’cognition, acceptance attitude, operational skills, and modeling design ability. Participants were fifteen education-major pre-service teachers. The course was structured into four stages: AR principles and applications, basic modeling practice, advanced design guidance, and creative presentation. A one-group pretest-posttest quasi-experimental design was adopted, and the“AR Teaching Application Questionnaire,”consisting of four dimensions—cognition, acceptance, operational skills, and modeling ability—served as the main quantitative instrument. Qualitative data from interviews and student projects were also analyzed. The results indicated significant improvements in all dimensions and overall scores after the course. Interview findings further revealed that participants showed high engagement and positive attitudes toward AR, believing it could enhance teaching interactivity, stimulate learners’motivation, and facilitate understanding of abstract concepts. Overall, the AR course effectively improved pre-service teachers’technological acceptance and innovative instructional design abilities, providing practical evidence and implications for integrating emerging technologies into teacher education.