行動式虛擬實境學習系統對大學生的學習成效、情境興趣與認知負荷之影響性：以野柳地質國家公園為例

臺灣擁有多樣化的地質地貌，為保護其自然景觀，依法成立地質公園，同時藉由普及大眾的地學知識，喚起大眾對於自然景觀的重視。然而，到達地質公園所需的交通時間及距離消退民眾探究的熱誠與興趣。為此，本研究提出一套支援3D景物展示功能的行動式虛擬導覽學習系統，並進一步探討採用虛擬實境技術支援學習者學習臺灣特殊地質地貌時，對學習者的學習成效、情境興趣及認知負荷之變化。本研究選取北部兩所私立大學的154位大學部學生，80位學生為使用「行動式虛擬實境學習系統」的實驗組，另74位學生則採用「多媒體教學影片與投影片素材」的對照組，讓二組學生以各自的學習方式，來自主完成所指定的野柳地質教育的學習活動。透過本研究的實驗結果顯示，實驗組的記憶能力與理解能力方面，均獲得顯著性成長，而在情境興趣方面的兩組學生呈現統計上顯著性差異，實驗組統計上顯著優於對照組；認知負荷方面，實驗組則在統計上顯著低於對照組。是故，本研究認為在學習者無法進行地質環境的實地訪查時，適時加入虛擬實境技術模擬之環境，並針對各特殊地標進行相關介紹，能有效提升學習者的學習成效、刺激情境興趣，同時降低學習者的認知負荷。

關鍵字

行動學習；地質教育；情境興趣；虛擬實境；認知負荷

並列摘要

Taiwan has diversified geology and a rich and colorful landscape. To protect its natural landscape, Taiwan has established geoparks according to laws and regulations and attempts to arouse the public's attention to the natural landscape by increasing the public's knowledge of geoscience. However, as geoparks are remotely located, the public's enthusiasm and interest in exploring geoparks are likely to be exhausted by expensive and time-consuming journeys or weather factors. To this end, this study proposed a mobile virtual tour learning system that supports 3D scenery display function, and further discussed the change in learners' learning outcome, situational interest, and cognitive load when they learn Taiwan's special geology and landscape with the support of Virtual Reality (VR) technology. A total of 154 students from two private universities in northern Taiwan were enrolled in the experiment of this study. While 80 students were included in the experimental group using the "mobile VR learning system", 74 students were included in the control group using multimedia teaching videos and PowerPoint materials. Students in both groups were allowed to learn in their own way to complete the designated learning activity about the Yehliu geological education program. The experimental result of this study shows that the memory and comprehension of students in the experimental group were improved significantly. In terms of situational interest, students of both groups showed a statistically significant difference with the situational interest of the experimental group being significantly higher than that of the control group. The cognitive load of the experimental group was significantly lower than that of the control group. Therefore, this study suggests that when learners cannot explore the geological environment on site, learners' learning results and situational interest can be improved effectively and their cognitive load can be reduced if the environment simulated by VR technology is appropriately added and special landmarks are introduced.

並列關鍵字

Mobile Learning ； Geological Education ； Situational Interest ； Virtual Reality ； Cognitive Load

參考文獻

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