擴增實境對天文學習的影響：以非正式的觀星課程為例

Effect of Augmented Reality on Astronomy Learning: An Example of Informal Constellation Courses

觀星是天文教學中重要的一環，但學校的觀星課程受限於時間、地理、天候的因素，要進行戶外實地的天文觀察教學有其困難。另外，在學習輔具方面，目前大部分使用的紙本星座盤或電腦模擬輔助學習的方式，不易真實反應星空的立體感，易造成觀星時操作上的障礙及產生迷思概念。擴增實境技術在教育應用有愈來愈多的趨勢，可結合真實情境與虛擬學習環境，使複雜的空間關係與抽象概念能夠視覺化，為天文教學帶來一線契機。因此，本研究建置一個結合星象儀與行動載具的教學環境，並開發一擴增實境輔助天文觀察之學習系統，以期協助學生的學習，並探討擴增實境在觀星課程中對天文知識、觀星技巧，以及認知負荷的影響。本研究以冬令研習營的方式進行，招募87位國小四、五年級的學童參與，分別分配到擴增實境組、電腦模擬組及星座盤輔助教學組。實驗結果顯示，在天文知識的學習上，擴增實境、電腦模擬與星座盤等三種教學方式，皆可增進天文知識的學習，不過三種方式之間並無顯著差異；在觀星技能上，擴增實境組的觀星技能面向成績顯著優於電腦模擬組及星座盤組，且三組認知負荷無顯著差異，顯示使用擴增實境方式學習，對學生在觀星技能方面有較佳的學習輔助效果。

Stargazing is an essential part of astronomy teaching. But in the school’s stargazing course, it is limited by time, geography, and weather. Therefore, it is difficult to carry out outdoor astronomy observation teaching. In addition, in terms of learning aids, paper-based planisphere, or computer simulations are most popular to assist in learning. They are difficult to truly reflect the three-dimensional sense of the starry sky, easy to cause operational obstacles when stargazing and generate misconceptions. There are more and more trends in the application of augmented reality technology in education. It can provide a virtual learning environment combined with real situations so that complex spatial relationships and abstract concepts can be visualized. It seems to bring an opportunity for stargazing courses. Therefore, this study proposed a teaching environment that combines the planetarium with mobile devices and built an augmented reality learning system to assist stargazing learning. Moreover, this study also explored the effects of augmented reality on astronomical knowledge, stargazing skills, and cognitive load. This study was conducted in the form of a camp. Students in grades four and five of elementary school were recruited to participate. A total of 87 students were assigned to the augmented reality group, the computer simulation group, and the paperbased planisphere group. The experimental results revealed that any one of augmented reality, computer simulation, and paper-based planisphere could enhance learning about astronomical knowledge. Still, there is no significant difference in the three groups in learning achievement of astronomical knowledge. In terms of stargazing skills, the augmented reality group is higher than the computer simulation group and the paperbased planisphere group. Also, there is no significant difference between the three groups for cognitive load. It means that using augmented reality learning can help students have better learning aids in stargazing skills.