Department of Electrical and Computer Engineering, TamKang University, 151 Yingzhuan Road, Tamsui District, New Taipei City 251, Taiwan.
Sensors (Basel). 2022 Jan 5;22(1):389. doi: 10.3390/s22010389.
Programming is a skill that requires high levels of logical thinking and problem-solving abilities. According to the Curriculum Guidelines for the 12-Year Basic Education currently implemented in Taiwan, programming has been included in the mandatory courses of middle and high schools. Nevertheless, the guidelines simply recommend that elementary schools conduct fundamental instructions in related fields during alternative learning periods. This may result in the problem of a rough transition in programming learning for middle school freshmen. To alleviate this problem, this study proposes an augmented reality (AR) logic programming teaching system that combines AR technologies and game-based teaching material designs on the basis of the fundamental concepts for seventh-grade structured programming. This system can serve as an articulation curriculum for logic programming in primary education. Thus, students are able to develop basic programming logic concepts through AR technologies by performing simple command programming. This study conducted an experiment using the factor-based quasi-experimental research design and questionnaire survey method, with 42 fifth and sixth graders enrolled as the experimental subjects. The statistical analysis showed the following results: In terms of learning effectiveness, both AR-based and traditional learning groups displayed a significant performance. However, of the two groups, the former achieved more significant effectiveness in the posttest results. Regarding learning motivation, according to the evaluation results of the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model, the AR-based learning group manifested significantly higher levels of learning motivation than the traditional learning group, with particularly significant differences observed in the dimension of Attention. Therefore, the experimental results validate that the proposed AR-based logic programming teaching system has significant positive effects on enhancing students' learning effectiveness and motivation.
编程是一项需要高水平逻辑思维和解决问题能力的技能。根据台湾目前实施的 12 年基础教育课程指南，编程已被纳入中学和高中的必修课程。然而，指南只是建议小学在替代学习期间对相关领域进行基本指导。这可能导致中学生编程学习的过渡问题。为了解决这个问题，本研究提出了一种增强现实（AR）逻辑编程教学系统，该系统基于七年级结构化编程的基本概念，结合了 AR 技术和基于游戏的教材设计。该系统可以作为小学逻辑编程的衔接课程。因此，学生可以通过执行简单的命令编程，通过 AR 技术发展基本的编程逻辑概念。本研究采用基于因素的准实验研究设计和问卷调查方法进行实验，共有 42 名五年级和六年级学生作为实验对象。统计分析结果如下：在学习效果方面，基于 AR 和传统学习的两组都表现出显著的效果。然而，在这两组中，前者在后测结果中表现出更显著的效果。关于学习动机，根据注意、相关性、信心和满意度（ARCS）动机模型的评估结果，基于 AR 的学习组表现出明显更高的学习动机水平，在注意力维度上存在显著差异。因此，实验结果验证了所提出的基于 AR 的逻辑编程教学系统对提高学生学习效果和动机具有显著的积极影响。
