教師著作

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Author: search.filters.author.Chang, H.-Y.Has files: No

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    Current status, opportunities and challenges of augmented reality in education.
    (ELSEVIER, 2013-03-01) Wu, H.-K.; Lee, S. W.-Y.; Chang, H.-Y.; Liang, J.-C.
    Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the “roles,” “tasks,” and “locations,” and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.
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    Integrating a mobile augmented reality activity to contextualise student learning of a socioscientific issue
    (British Journal of Educational Technology, 2013-04-09) Chang, H.-Y.; Wu, H.-K.; Hsu, Y. S.
    Augmented reality (AR) technologies are identified as one of key emerging technologies for education in the next 5 years (Johnson, Levine, Smith & Haywood, 2010). AR takes advantage of virtual objects or information overlaying physical objects or environments, resulting in a mixed reality in which virtual objects and real environments coexist in a meaningful way to augment learning experiences (Arvanitis et al, 2007; Dunleavy, Dede & Mitchell, 2008). The recent development of mobile devices makes it possible for mobile AR environments to support outdoor learning enhanced by computer simulations and virtual objects with the focus on real environments (Dunleavy et al, 2008). Although more research is needed to investigate pedagogical topics using AR to enhance learning (Rushby, 2012), relatively little has been done regarding how to integrate AR to enhance the learning of socioscientific issues (SSI) that are real world, socially significant, and rooted in science. AR could leverage students' learning of SSI because it could enhance their senses of presence, immediacy and immersion (Bronack, 2011) and situate learning in authentic environments that may in turn result in students making more informed decisions considering all environmental-related factors (Klopfer, 2008; Squire & Klopfer, 2007).
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    Development and implications of technology in reform-based physics laboratories
    (American Physical Society, 2012-10-16) Chen, S.; Lo, H. C.; Lin J. W.; Liang, J. C.; Chang, H.-Y.; Hwang, F. K.; Chiou, G. L.; Wu, Y. T.; Lee, S. W.-Y.; Wu, H.-K.; Wang, C. Y.; Tsai, C. C.
    Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students’ science activities closer to authentic science activities. The present study synthesizes the research to discuss the development of technology-enhanced laboratories and how technology may contribute to fulfilling the instructional objectives of laboratories in physics. To be more specific, this paper discusses the engagement of technology to innovate physics laboratories and the potential of technology to promote inquiry, instructor and peer interaction, and learning outcomes. We then construct a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories. The framework includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technology-integrated laboratory may be focused.