AR趣味菜單APP數位學習之研究—以中國 八大菜系為例

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Title:	AR趣味菜單APP數位學習之研究—以中國八大菜系為例 App Creation of AR Delighted Menu—Taking Eight Chinese Cuisine as an Example
Authors:	鄒悅 ZOU, YUE
Contributors:	數位媒體設計學系
Keywords:	中國美食文化;AR 菜單;數位悅趣化學習;擴增實境 Chinese Food Culture;AR menu;Digital Game-Based Learning;Augmented Reality
Date:	2022-07-26
Issue Date:	2022-10-28 06:59:16 (UTC+0)
Publisher:	亞洲大學
Abstract:	摘要近年來隨著科技發展，智慧設備的覆蓋率越來越高，人們使用的方式也越來越多元化，使用手機APP支付、學習、娛樂已經常態化。而擴增實境（Augmented Reality, AR）作為人們連接虛擬與現實之間的橋樑，在生活中的重要性也逐漸體現。AR與傳統行業的結合為原產業注入了新的活力，改變了人們原有的視野，讓人們用全新的角度去看待這個世界。在餐飲行業中，擴增實境技術常運用於食物菜單和食物的包裝宣傳，其中AR與傳統菜單的結合給消費者帶來了別樣的呈現方式。顧客可以通過手機AR快速瞭解食物成品模樣，方便選購，同時感受虛擬特效帶來的愉悅氣氛。而在教育領域中，AR技術通常與傳統教材或媒體相結合，這樣的虛實結合相比於傳統圖文教學，更具趣味性，更容易讓學習者產生興趣以及理解。本研究意在將擴增實境所應用的餐飲與教育兩大方面結合，以中國八大菜系為基礎，利用擴增實境趣味菜單將一般民眾不太瞭解卻又具有在地特色的美食呈現出來。為了調查目前民眾對八大菜系中最感興趣的菜名為何，性別對AR菜單使用的學習成效、AR菜單學習動機滿意度之差異，以及ARCS學習動機與學習成效之間是否具有影響。本研究通過專家篩選和問卷調查的方式瞭解民眾最感興趣的菜品，並以此為基準製作AR趣味菜單APP，進行美食文化悅趣化研究，讓民眾能在AR悅趣化菜單上學習瞭解不同地域的美食文化。研究結果顯示，1）在學習成效方面，男女受測者前後成績並無顯著差異且都有顯著提升，男生前測平均成績高於女生，而女生後測平均成績高於男生。2）在學習動機滿意度方面，男女受測者在皆有高度的學習動機，女生的滿意度略高於男生。3）學習動機滿意度與學習成效關係方面，女生前後測落差較小者其在ARCS四大指標中信心越高，其他構面則是進步幅度越大滿意度越高。而男生的學習成效與學習動機分佈並無正相關。最後，希冀本研究藉由中國八大菜系趣味菜品為主題，對美食文化與AR菜單相關研究與設計有所貢獻以及參考依據。 AbstractWith the continuous development of technology in recent years, the coverage of smart devices is increasing and the ways people use them are becoming more and more diversified, using cell phone APPs for payment, learning and entertainment has become a regular daily basis for many people. As a bridge between people's virtual and real lives, the importance of AR（ Augmented Reality) is gradually emerging. The combination of AR and traditional industries has infused new vitality into the modern world, expanding people's horizon and allowing them to see the world from a new perspective. In the catering industry, AR technology is often used in menus and advertising promotions, where the combination of AR and traditional menus brings an innovative presentation to consumers. Customers can visualize what the finished food looks like through AR on their cell phones, making it easier for them to choose their favored products and enjoy the creative virtual effects at the same time. On the other hand, AR technology is often used in conjunction with the field of education, AR technology is usually combined with traditional pedagogical materials and media. This virtual-reality integration is more attractive to learners and it is easier for them to develop interest and enhance understanding than traditional graphic teaching. The purpose of this research study is to combine the applications of AR in both catering industry and education. Based on the eight major Chinese cuisines, this study uses AR delighted menu to present various local cuisines that are not well-known to the general public. In order to investigate ? what are the names of the dishes that people are most interested in among the eight major cuisines,? what are the impacts of gender on the learning effect of using AR menu, ? what are the differences in satisfaction of AR menu learning motivation among people, and ? whether there is an influence between the ARCS learning motivation and learning effect: This study uses expert screening and questionnaires to find out what dishes people are most interested in and uses the collected data as the basis to create an AR delighted menu APP to enable people to learn about different regional Chinese food cultures. The results of the study showed that 1) In terms of learning effectiveness, there was no significant difference between the pre-test and post-test scores of male and female respondents and both genders had significant improvement. 2) In terms of satisfaction with learning motivation, both male and female respondents were highly motivated to learn, and the satisfaction level of female students was slightly higher than that of male students. 3) In terms of the relationship between satisfaction with learning motivation and learning effectiveness, female students had a higher satisfaction level than male students. The smaller the difference between the pre and post-tests, the higher the confidence in the four ARCS indicators. The higher the confidence in the four ARCS indicators, the greater the improvement in the other components, and the higher the satisfaction. Finally, there was no positive correlation between learning effectiveness and the distribution of learning motivation for male students. At last, it is hoped that this study will contribute to the research and design of AR delighted menus based on the theme of the eight major Chinese cuisines.
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