2023-08-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/652953圖書館作為社會教育與資訊素養機構，積極運用各種互動媒體來維護和提供所有讀者近用資訊資源的技能、權益和機會，對視障讀者而言，雖然圖書館提供如觸覺圖形、立體模型或有聲書等資源，但對於科學圖像這類需要大量抽象及空間思考的閱讀活動，視障讀者不論在閱讀理解與自主學習經驗上仍然面臨許多挑戰。本研究希望運用擴增實境技術，基於教學媒體與訊息設計理論，開發適合視障中學生之地球科學圖像閱讀輔助系統，以克服現有閱讀資源的限制。在學習軟體系統層面將依據雙碼理論與多媒體學習理論，運用影像辨識技術及擴增實境技術設計發展能同步整合觸覺、聽覺與視覺等多感官通道的科學圖表閱讀輔助系統；科學教材內容層面則整合地球科學主題領域之教學資源與閱讀指導策略，設計發展教學型擴增回饋。本研究預計以三年時間開發完整科學圖表閱讀輔助系統，並進行實證研究，以瞭解感官通道與教學訊息統合的效益。 This study will develop a three-year innovation in an AR-based scientific graph reading project to broaden and facilitate the reading and learning of visually impaired students. Based on the science learning theories and modeled reading instructional strategies, instructor-read audio feedbacks are augmented to BVIs’ reading of earth science graph. Technically to develop the learning system, the theoretical framework of dual-code theory and multimedia learning theory is adopted to guide the uses of image recognition and augmented reality technologies to design and develop a scientific graph reading support system that simultaneously integrates multiple modalities.科學圖像;數位閱讀;視障讀者;擴增實境;地球科學;scientific graph; digital reading; visually impaired; augmented reality; earth science