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研究生：	陳媛安 Chen, Yuan-An
論文名稱：	不同浸入程度之學習教材於學齡兒童創造力影響：以國小高年級美術課為例 The Influence Between Primary Student’s Creativity and the Educative Materials of Different Immersion: A Case Study of Primary Visual Art Course
指導教授：	劉說芳 Liu, Shou-Fang
學位類別：	碩士 Master
系所名稱：	規劃與設計學院 - 工業設計學系 Department of Industrial Design
論文出版年：	2017
畢業學年度：	105
語文別：	英文
論文頁數：	72
中文關鍵詞：	創造力、擴增實境、國小美術課程、設計教育
外文關鍵詞：	Creativity, Augmented Reality, Primary Art Courses, Design Education
相關次數：	點閱：124 下載：8
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根據新媒體聯盟(New Media Consortium,NMC)對於新科技在K-12階段教育(即台灣中小學教育階段)的相關影響報告中，擴增實境為新科技輔助教育的重點技術之一。21世紀的學習者也能經由許多不同管道與媒介去學習，創意教學也因此而逐漸受到眾人的重視，各種不同的教學方法雨露春筍般推出，本研究設計一系列擴增實境應用於藝術與人文課程期望能激發學習者的學習欲望與創造力並培養學童們合作與邏輯推敲的能力，使其在未來面臨困難能有效地找出最佳解決辦法，利用擴增實境技術將虛擬物件與真實環境做結合，讓學習者能與虛擬物件互動使其更能沉浸在學習過程中。本研究將不同浸入程度的學習教材應用於國小藝術課程設計，教授為期三周的藝術課程，探討對國小高年級學童創造力的影響、了解擴增實境技術應用在藝術與人文課程教學所面臨的問題與改善方向。

According to the report of New Media Consortium (NMC), the new technology impact in the K-12 stage of education (Taiwan primary and secondary education stage), augmented reality is one of the key technology in new science and auxiliary technology education. In 21th century, Students can learn by many different tools and media. Therefore, creative teaching is gradually be taken seriously, a variety of teaching methods springing up like mushrooms. This study devises a series applications of augmented reality in primary art curriculums to inspire students’ motivations and creativity. To develop the students’ ability of collaborate and logical thinking, helping them find out the suitable solution for problems they would face in the future. The advantages of combining virtual objects and real environment make learners can become more immersed in the learning process, they could learn things immediately by interacting with the virtual objects. This study will be applied learning materials which are in different immersion degree to art courses. In three weeks curriculum, explore the impact on the creativity of primary students, find out the problems might meet when applying augmented reality technology and how to improve it.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS	ii
摘要	iii
ABSTRACT	iv
TABLE OF CONTENTS	v
LIST OF TABLES	vii
LIST OF FIGURES	viii
CHAPTER 1 INTRODUCTION	1
1.1 Background and Motivation	1
1.2 Frame and Purpose	2
1.3 Scope and Limitation	5
CHAPTER 2 LITERATURE REVIEW	6
2.1 Augmented Reality in Education	6
2.1.1 The Background	6
2.1.2 Base of Learning Theory	8
2.1.3 Hardware and Software	10
2.1.4 Educational Applications and Advantages	13
2.2 Creativity Related Research	15
2.2.1 Definition of Creativity	15
2.2.2 Creative Education	16
2.2.3 Measure Creativity	17
2.3 Art course in Primary School	21
2.3.1 The Core of Visual Art Courses	21
2.3.2 Teaching Model and Structure	22
CHAPTER 3 Art Course Design	24
3.1 The Standards of Deigning Courses	24
3.2 Curriculum Plans and Educative Materials	26
3.2.1 Control Group	26
3.2.2 Experimental group: Building Blocks	27
3.2.3 Experimental group: AR materials	28
3.3 How to Set the Augmented Reality Materials in Teaching	34
CHAPTER 4 COURSE PROCESS AND EXPERIMENTAL CONTENT	45
CHAPTER 5 DATA COLLECTION AND ANALYSIS	50
5.1 Data Analysis of Pro-Test and Post-Test	50
5.2 Analysis of Variance	53
5.3 Preference Degree for Taking Art Course	54
CHAPTER 6 DISCUSSIONS AND SUGGESTIONS	56
REFERENCES	57
APPENDIX A	60
APPENDIX B	62
APPENDIX C	64
APPENDIX D	65
APPENDIX E	67
APPENDIX F	68
APPENDIX G	72

LIST OF TABLES
Table 2.1 The Application Cases of AR	12
Table 2.2  The Applications of Augmented Reality Technological in Teaching	15
Table 2.3 The Tools Used in Creativity Research	18
Table 2.4 Torrance Tests of Creative Thinking, TTCT	19
Table 2.5 Torrance Tests of Creative Thinking Figural Version Description	20
Table 2.6 The Major Core of Visual Art	21
Table 2.7 Visual Arts Teaching Model	23
Table 3.1 The Segmentation Ability Index of The Art And Humanities Curriculum	24
Table 3.2 AR Materials with Vedio and Mission	29
Table 3.3 AR Materials with Geometry	31
Table 3.4 Coloring Sheets with AR Application	32
Table 3.5 Teaching Process and Equipment	35
Table 3.6 Statistics Data of Art Teachers	44
Table 5.1 Control Group Data	50
Table 5.2 The Experimental Group Data: Building Blocks	51
Table 5.3 Experimental Group Data: Augmented Reality	52
Table 5.4 Creativity Results with Different Educative Materials	53
Table 5.5 Descriptive Statistics	54
Table 5.6 ANOVA	54
Table 5.7 The Preference Degree of Children’s Attitude to Art Course	55

LIST OF FIGURES
Figure 1.1Research Frame	4
Figure 2.1 Present Business Information to Users	7
Figure 2.2 Visualize Information	7
Figure 2.3 Situational Learning Theory	8
Figure 2.4 Constructive Learning Theory	9
Figure 2.5 The Support Software for Augmented Reality DIY	11
Figure 2.6 The Application of AR in Personal Design	14
Figure 2.7 Learn How to Painting with AR Technology	14
Figure 3.1 Materials in First Week	26
Figure 3.2 Geometric Unfold Sheets	26
Figure 3.3 Color Matching Sheets	27
Figure 3.4 Building Blocks with City Theme	27
Figure 3.5 Building Blocks	28
Figure 3.6 Interaction with Augmented Reality Sheet.	34
Figure 4.1 The Process of Experiment	46
Figure 4.2 Pictures Setup in the First Week	48
Figure 4.3 Pictures Setup in the Second Week	48
Figure 4.4 Students Answer Learning Sheets	49
Figure 4.5 Students Color Learning Sheets	49
Figure 4.6 Students Interact With Learning Sheets	49


                                    

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校內：2022-08-16公開
校外：2022-08-16公開

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