利用誇張化反饋於虛擬實境環境中提升個人節水意向

Using Exaggerated Feedback in a Virtual Reality Environment to Enhance Behavior Intention of Water-Conservation

徐偉哲(Wei-Che Hsu)

指導教授 ： 康仕仲

共同指導教授 ： 曾敬梅(Ching-Mei Tseng)

國立臺灣大學/工學院/土木工程學研究所/碩士(2017年)

https://doi.org/10.6342/NTU201701901

摘要

節水教育已推廣多年，然而成效上卻相當有限。水環境教育最大的挑戰，在於個人往往難以將自身行為與對應對環境造成的負面結果做連結，因為浪費水對環境的破壞通常要一段時間才會產生，一般人能難意識到節水的重要性。本研究目的在於利用「沈浸式虛擬體驗遊戲」，讓參與者接受到更具體、與自己相關、急切性等資訊，以激發個人的節水意向。此虛擬遊戲讓玩家將置身於一虛擬的浴室進行體驗，透過手上600毫升的寶特瓶於一分鐘內不斷運送水源至指定水箱，直到水量可以成功沖馬桶與完成一分鐘的淋浴。而在這消耗水資源的過程中，我們嘗試讓參與者接受誇張化的反饋 （Exaggerated feedback, EF），包含直接提升每次參與者裝水時的耗水量（Direct EF）或惡化虛擬體驗中的外部環境（Ambient EF）等方式以加強個人情意上對水資源消耗的反應。接著以個人在虛擬實境中是否會主動關水龍頭，以及延宕一個月後的問卷驗證虛擬實境節水體驗與誇張化反饋是否對參與者在節水認知、態度、行為意向上有正向的影響。研究共分四組，共計165位高中生參與一次性的虛擬遊戲體驗。結果發現，整體而言所有參賽者在體驗遊戲後，在用水量認知與節水行為意向上有顯著的進步，此外，體驗外部環境誇張化反饋的參與者（Ambient EF）相較於沒有體驗者，在用水態度與節水行為意向上有較為顯著的進步。依據驗證成果，此研究成功針對節水教育開發新的勸導媒介，同時發覺誇張化體驗型教育上的優勢，未來可應用於其他環境教育。

關鍵字

水環境教育 ； 節約用水 ； 虛擬實境 ； 體驗式學習 ； 誇張化反饋 ； 行為意向

並列摘要

Water-saving is easy saying than doing. The primary challenge of water environmental education is the gap between individual’s actual behavior of water-consuming and the consequences of that action, e.g. possible and potential environmental damage a long period after. That leads to individual’s lack of awareness of the problem. We thus designed a virtual reality water conservation game based on the psychological consideration to fill the gap between the individual habitual behaviors and the effect of negative consequences of the environment. The purpose of the present study is to utilize an immersive virtual environment technology (IVET) to create virtual experiences and expose the individual to vivid information, personal relevance and immediacy with the goal to raise behavior intention to water conservation. We provided the mediated virtual experience in the form of experiential learning game in which participants were situated in a virtual bathroom and were asked to repeat delivering water of 600-milliliter bottle in one minute until filling the specific water tank to flush toilet and have one-minute showering. The virtual reality game was designed for two participants. One was the major player embodies in the virtual environment while another one as the assistant stayed in the physical environment. Two participants should cooperate with each other to complete the virtual reality game. During the process of consuming the water resource, participants received exaggerated feedbacks (EF) vary in intensifying negative consequence of water consumption (direct EF) and/or environmental damage (ambient EF) that emphasizes personal affective responses. The evaluation of the effect of virtual experiences and exaggerated feedback was conducted through investigating individual willingness to turn off virtual faucet as well as pre-test and post-test questionnaire focusing on personal change of cognition, attitude and behavior intention to water conservation.　An overall of 165 players, separated into four groups according to ambient or/and direct EF condition, experienced the game activities. A series of ANOVA was used to examine the effect of the experimental intervention. The results show that the immersive virtual reality game in this study cause significantly change of cognition and behavior intention. Further, the salience of water environmental risks from ambient EF can stimulate individual stronger improvement of attitude and behavior intention. We contributed a novel persuasive technology that is particular to the water resource. Also, the advantage of ambient EF was explored that could be applied to numerous and environmental-related issues in society.

並列關鍵字

water environmental education ； water conservation ； virtual reality ； experiential learning ； exaggerated feedback ； behavior intention

參考文獻

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