- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding students in field learning. Unfortunately, in this passive learning approach, the discovery of rich ecological resources in eco-environments to stimulate positive emotions and experiences is often condensed into a “sightseeing”. Therefore, precise and systematic guidance focused on providing a rich learning experience is needed in field learning and eco-education. Based on Kolb's experiential learning theory, the current study develops an eco-discovery AR-based learning model (EDALM) which is implemented in an eco-discovery AR-based learning system (EDALS). In a field experiment at a botanical garden, 21 middle school students constitute three groups participated in a learning activity using different learning types and media. Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners. In post-activity interviews, students indicated they found the exploration mode provided by the proposed system to be more interesting and helpful to their learning in school. The use of attractive technologies increase students' willingness not only to learn more about the environment, but also to develop a more positive emotional attachment to it.
Experimental results and student feedback suggests that, although students in Taiwan are largely familiar with tablet computers, they are not accustomed to using digital products in outdoor environments for learning purposes. Due to the high cost of such equipment, the difficulty of requiring all learners to prepare devices with similar specifications, or parental resistance to the use of such products in learning, few students have actually used tablet computers for personalized learning in formal educational contexts. This study hopes that validation of the efficacy of the proposed system could prompt new attempts to find appropriate applications for such technology in education. Future work will apply the developed system and teaching model to more diverse themes, expand system usage to a wider range of ages, and promote the concept of integrating AR into experiential learning. The current study suffers from some limitations which may limit the generalizability of our findings. First, the learning content is only relevant for 7th graders and the findings cannot be generalized to other populations. Moreover, due to time and logistical restrictions, the experimental duration is limited to a single day, and a longitudinal follow-up study could more deeply explore interaction between learner emotion and the learning environment (Goleman, 2001).