行動科技應用於博物館導覽對學習注意力與成效之影響

The Effects of Mobile Technology Application for Museum Tour Guiding on Students’ Attention and Learning Achievement

近年來隨著數位科技的進步，博物館的導覽與學習模式也逐漸趨向多元化，亦帶動了行動式導覽模式的興起；相較之下，行動式導覽模式比起傳統文字導覽模式，提供較多的音訊、視覺、動畫等多媒體元素，而當這些元素過多時，學習者的注意力往往備受考驗，且容易受到干擾而分心。因此，透過行動式導覽模式進行學習活動，是否會影響學習者的注意力與學習成效，一直是備受重視的議題。故本研究發展一套具有多媒體展示效果的行動式數位學習系統，透過多媒體與擴增實境等技術的應用，整合並展示出具有歷史意涵的教材內容，進而讓學習者從事馬偕文物與建築物的學習活動。此外，本研究採用分組（傳統書面資料學習模式與行動式數位學習模式）測驗的方式，比較兩組學習者於學習成效及注意力上，是否會受到數位裝置或多媒體元素的影響，進而證明行動式導覽模式的學習成效；而本研究的實驗結果發現，實驗組學生不論是在學習成效還是專注力的表現上，都明顯優於對照組學生，如此的發現，也進一步證實，就算是在博物館這類有豐富實體資源的學習環境中，行動式導覽模式還是具有推動學習成效的優勢。

In recent years, with the development of digital technology, the museum tour guiding and learning mode is also developed towards diversification gradually and thus leads to the rise of mobile tour guiding mode. In contrast, the mobile tour guiding mode can provide more audio, visual, animation and other multimedia elements than the traditional paper tour guiding mode. However, when these elements are too many, the students’ attention is often challenged and they are easily get distracted due to interference. Therefore, whether the study activity through the mobile tour guiding mode would affect the students’ attention and learning achievement has become a main issue. This study developed a mobile learning system that is used to present multimedia materials and content. This system also integrated multimedia and augmented reality technologies to introduce the historical story and present the 3D model of physical objects, and to provide different learning elements for students. In this study, the students are arranged to conduct the Mackay cultural relics and building study activity mainly with our mobile learning system and the group (traditional paper learning group and mobile learning group) test method is adopted to find out whether the study effect and attention would be affected by the digital device or multimedia element by way of comparison between the two groups of students thus to further prove the study effect of the mobile tour guiding mode. Our experimental results indicated that students assigned to the learning system achieved better results than participants learning via conventional methods. We believe that the mobile tour guiding mode is advantageous because it enhances student learning performance and attract their attention, even during museum environments that have rich physical resources. Thus, we conclude that the mobile tour guiding mode can create a learning experience that both interests and engages students.