AR电子书对小学生阅读学习效果影响的实证研究  

An Empirical Study on Influences of AR E-book on Reading Learning of Primary School Students

作　　者：杨健[1] Yang Jian

机构地区：[1]温州大学教师教育学院

出　　处：《图书馆理论与实践》2020年第1期41-47,共7页Library Theory and Practice

基　　金：2018年浙江省教育科学规划课题“初中生数字阅读行为动机、特征与效果研究”(项目编号:2018SCG163的研究成果之一

摘　　要：与传统电子书阅读相比,AR电子书阅读方式对小学生阅读学习会产生怎样的影响以及是否具有可推广性是一个值得探讨的问题。文章以某小学六年级60名学生(11-12岁)为实验对象,采用等组实验设计,开展了不同主题的电子书阅读活动,每次阅读活动结束后,分别对两组学生进行阅读记忆和理解测试,并对学生进行阅读动机和认知负荷测量。结果表明,使用AR电子书的学生在阅读动机和阅读测试中的表现更好,两组学生的认知负荷水平不存在显著差异。Compared with the traditional e-book reading,it is worth discussing how the AR e-book reading mode affects the reading learning of primary school students and whether it has the advantages of popularization.In this study,60 students(11-12 years old)of sixth grade in a primary school were selected as subjects.All students were divided equally into AR-book reading group and traditional e-book reading group with different reading themes.After each reading activity,two groups of students were tested for memory and comprehension,as well as their reading motivation and cognitive load.The results show that students using AR e-book performed better in reading motivation and test,and there was no significant difference in cognitive load level between the two groups.

关 键 词：电子书 AR电子书 增强现实 认知负荷 小学生阅读学习 

分 类 号：G252[文化科学—图书馆学]