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These studies widely employed the theory of reasoned action (TRA)(Fishbein & Ajzen, 1975), the theory of planned behavior (TPB)(Ajzen, 1985; 1991) and the technology acceptance model(TAM)(Davis, 1989; Davis, Bagozzi, & Warshaw, 1989) as the theoretical basis to investigate user’s intention and acceptance of IS.
There are physical limitations in labs due to some concerns of space, expense and safety. These restrictions may be particularly difficult for the educational institutions in rural area.
The interactivity is defined as the extent to which users can participate in modifying the form and content of a mediated environment. In traditional science, learning can be achieved in teaching labs, where students are able to conduct experiments to transfer concepts into practice.
Lee (2010) reported that the development of early children’s perception of science has been considered to be the primary importance of children’s learning and continues to influence their further education.
According to Felder and Silverman (1988), active learners learn best by doing something before thinking and prefer group working, while reflective learners prefer to think about it quietly and work alone.
Fenrich (2006) states that instructional designers must consider learners’ learning styles when they are designing certain syllabus and material in order to achieve the maximum learning state of students.
ILS for this study was that it developed specifically for students and has established reliability and validity (Felder and Spurlin, 2005) particularly for educational settings.
Although AR are gradually being adopted to support traditional learning materials in school, visualization features of AR have been successfully used to improve spatial abilities in science and engineering (Martin-Gutierrez et al., 2010; Cuendent et al., 2013).
Each student's learning patterns may have more or less the difference, so find out the unique learning patterns of students to enhance learning efficiency is also one of the priorities for teachers to teach the students.
There are different learning style theories proposed by researchers, such as those proposed by Keefe (1987), Kolb (1984) and Felder and Silverman (1988).
In the field of education, the recognition of learning style is important for both teachers and students. Fenrich (2006) states that instructional designers must consider learners’ learning styles when they are designing certain syllabus and material in order to achieve the maximum learning state of students.
In addition, texts, images, videos and animations as well as 3D model can be used for educational AR applications (Yilmaz, 2016). Therefore, users have the opportunities to perform experiments on virtual objects by hands-on experiences in the real environment.
Learning styles are varying according to the tendency of each individual. While Campbell et al. (2003) defined learning styles as a certain specified pattern of behavior according to which the individual approaches learning experience.
Roussos (2004) mentioned that the effectiveness of children’s learning is interactivity. The interactivity is defined as the extent to which users can participate in modifying the form and content of a mediated environment.
Visualization and interaction of features in AR have been successfully used to improve spatial abilities and further help learners to understand abstract concepts (Martin-Gutierrez et al., 2010).
Augmented reality (AR) refers to technologies that enhance the sense of reality, allowing the coexistence of digital information and real environments (Azuma, 1997).
現今電子商務網站仍多以文字加靜態圖片方式呈現資訊(text and pictures) (Lightner and Eastman, 2002)。然而很顯然地僅靠文字與圖片不足以呈現豐富的產品資訊，特別是具體驗特質(experience attribute)的產品，而多媒體的視覺效果，包含：影像與聲音(video and audio cues)能有助於提升消費者對產品的體驗與理解(Jiang and
在Jiang and Benbasat (2007)研究網路產品的呈現方式與任務複雜度對消費者產品資訊理解的影響中發現，運用影像與虛擬產品體驗的呈現方式較靜態圖片更能提高使用者對產品資訊的認知與理解，而對產品資訊的理解更是影響消費者對網路購物態度、滿意度與使用意圖的重要關鍵因素(Jarvenpaa and Todd, 1996-1997; S
而對電子商務的網站而言，視覺設計是非常重要的，因為它能增加網站的美感與引發使用者情感的訴求(Garrett, 2003; Liu et al. 2001;Park et al. 2005)，並進一步引發使用者對網站的正面態度((Fiore et al. 2005)，而在Kim and Richardson(2003)的研究中更發現動態影音的呈現方式，對形塑旅遊目的地的認知與情感印象有相關
隨著多媒體網路科技的發展，更多的輔助性工具被應用於資訊系統的設計(e.g. audio, video and animation)，學者們認為如果資訊系統使用設計得當，可以提供三種功能: (1)視覺與感官的新奇娛樂性(Thomas and Calder, 2001)；(2)資訊視覺化以增加對產品的理解(Mackinlay et al. 1994)；(3)吸引使用者對特定資訊的注意力 (Nielson