2023-01-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/651452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：第一年具體目標包括確認需求評估及系統原型的基礎功能整合與運作、建置基礎版主題「天氣與氣候變化」單元AR科學圖像模組，並邀請學科專家與視障教育人員針對系統使用效能進行評估，以作為後續系統優化及教育推廣之依據。第二年依據教學需求，建置進階版主題「臺灣的氣候與水文」單元AR科學圖像模組，邀請視障學習者使用AR科學圖像閱讀輔助系統閱讀上述兩大單元並進行實證研究，確認視障讀者之閱讀需求與行為表現。第三年則根據確認之教學與學習需求，完成進階應用版主題「地理系統與氣候系統」單元AR科學圖像模組及整體系統修訂優化，並預計於公共圖書館、啟明學校、相關社群團體等視障教育機構所舉行的課業輔導或閱讀活動中進行大規模推廣及實證研究，完成擴增實境科學圖表閱讀輔助系統的確認性評估，並發展系統設計準則。本研究預期利用擴增實境閱讀輔助系統，提升視障學習者對科學圖表的感官經驗與記憶，促進視障學習者與科學材料的智性互動，以輔助視障學習者的科學學習。期能協助視障學童在具有多元感官及閱讀指引的情境下，能夠發展自主學習的能力與經驗，並增進對地球科學學科的閱讀理解，進而提升對地球科學主題知識的學習興趣，積極運用圖書館科學閱讀資源。 This study will develop a three-year innovations in 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 modelled reading instructional strategies, instructor-read audio feedbacks are augmented to BVIs’ reading of earth science graph reading. scientific graphs reading. 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. In the first year, the specific objectives include confirming the needs assessment, integrating and operating the basic functions of the system prototype, building the AR scientific graph module for the basic topic "Weather and Climate Change", and inviting SMEs and educators for the visually impaired to evaluate the effectiveness of the system. In the second year, based on the teaching needs, an advanced version of the AR scientific graph module of "Climate and Hydrology in Taiwan" will be built, and the visually impaired learners were invited to use the AR reading aid to read the above two modules. With the empirical investigation, the reading needs and behavioral performance of the visually impaired readers will be collected and analyzed. For the third year, based on the confirmed teaching and learning needs, we will complete the advanced learning module of "Geography and Climate Systems," and the overall system revision and optimization. A large-scale promotion and the confirmative user study will be conducted in tutorials or reading activities held by visually impaired educational institutions such as public libraries, schools, and related communities. This study aims to use the augmented reality reading aid to enhance the sensory experience and memory of scientific graphs for visually impaired learners, and to promote intellectual interaction between visually impaired learners and science materials in order to assist visually impaired learners in their science learning. It is expected to assist visually impaired students to develop independent learning skills and experiences in a multi-sensory and reading-guided context, and to improve their reading comprehension of earth science subjects, thereby enhancing their interest in learning about earth science topics and making active use of library science reading resources.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