探討結合虛擬實境與擴增實境細胞分裂學習系統對學生概念理解與科學學習動機的影響

虛擬實境（VR）和擴增實境（AR）技術讓學習者可以接觸到新的環境和增強體驗。本研究的目的在探討結合VR和AR技術的「細胞分裂學習系統」對國中學生概念理解和學習動機的影響。此細胞分裂學習系統是依據「細胞的分裂」單元的個別概念不同特性結合VR和AR的相應優勢發展而成。此學習系統包含三個主題：「遺傳物質的介紹」、「同源染色體的介紹」和「細胞的分裂方式」。研究對象來自桃園市一所國中七年級四個班級，其中二班為實驗組49人，進行細胞分裂學習系統教學，另二班為對照組51人，進行一般教學。本研究採準實驗前後測設計，二組教學時間皆為三節課，每節課45分鐘，共135分鐘，實驗教學歷經二週。測驗工具為「細胞的分裂二階段診斷測驗」和「科學學習動機量表」。研究結果顯示細胞分裂學習系統教學比一般教學更能促進學生在「細胞的分裂」整個單元概念理解和個別概念理解，例如：「細胞分裂的過程與結果」、「同源染色體的定義」、「基因、DNA與染色體」、「雙套染色體的定義」和「減數分裂的過程與結果」。研究結果也顯示細胞分裂學習系統教學對提升學生科學學習動機顯著優於一般教學。本研究的啟示是當概念的特性與AR或VR的獨特優勢相匹配時，學習系統可以有效提高學習效果。

關鍵字

科學學習動機；細胞的分裂；虛擬實境；概念理解；擴增實境

並列摘要

Virtual reality (VR) and augmented reality (AR) technologies expose learners to new environments and enhanced experiences. This study aimed to examine the effects of the cell division learning system combined with VR and AR technologies on junior high school students' conceptual understanding and learning motivation. This cell division learning system is developed based on the different characteristics of the individual concepts of the cell division unit combined with the corresponding advantages of VR and AR. It includes three topics: genetic materials, homologous chromosomes, and cell division. The participants came from four classes of seventh grade in a junior high school in Taoyuan City. Two of the classes were the experimental group with 49 students, who adopted the cell division learning system, and the other two classes were the control group, with a total of 51 students, who adopted general teaching. This study adopted a quasi-experimental pretest-posttest design. The teaching time of the two groups was three classes, each class was 45 minutes, a total of 135 minutes, and the experimental teaching lasted for two weeks. The research instruments included a two-tier cell division diagnosis test and the science learning motivation scale. The results showed that students who adopted the teaching of cell division learning system can promote students' understanding of the whole unit and individual concepts of cell division better than those who adopted general teaching. The results also showed that the teaching of the cell division learning system is significantly better than the general teaching in promoting students' science learning motivation. The implication of this study is that when the characteristics of the concept match the unique advantages of AR or VR, the learning system can effectively improve the learning effect.

並列關鍵字

Science Learning Motivation ； Cell Division ； Virtual Reality ； Conceptual Understanding ； Augmented Reality

參考文獻

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