虛擬實境對國中生理化學習成效影響之研究－以「透鏡成像」課程為例

本研究為了確定虛擬實境實驗是否可以運用在國中的理化科實驗，透過研究比對虛擬實境實驗與一般教學現場常用的傳統實驗，從學生的學習成效、學習動機以及學習科學的態度，來判斷虛擬實境實驗是否可以達到和傳統實驗相同的效果，甚至是可以優於傳統實驗。希望藉由研究，能讓國中理化科教師，判斷教學現場的情形，來選擇適合的實驗方式。本研究的研究對象為臺北市某國中八年級兩個班級的學生，對照組操作傳統實驗，人數為29人；實驗組操作虛擬實境實驗，人數為30人，選用課程為八年期上學期「透鏡成像」。研究的量化分析以學習滿意度問卷，來了解學生的學習動機、學習態度以及實驗的感受，並將兩個班級的學習滿意度問卷分數以獨立樣本t檢定分析，了解學生的學習動機差異；兩班分別進行學習成就測驗前後測，以成對樣本t檢定來了解學生的學習成效的差異，並比對兩個班級是否有顯著性的差異。同時，配合質性分析，以學生心得記錄表來了解學生操作實驗後的想法以及對實驗的建議；透過學習結果報告，知道學生是否有將實驗內容內化為自身的知識。根據實驗的結果，可以得到以下的結論：　　量化分析的部分，藉由學習滿意度問卷進行獨立樣本t檢定後得到的結果有顯著性，表示操作虛擬實境實驗的實驗組滿意度優於操作傳統實驗的對照組；將兩組的前後測成績分別進行成對樣本t檢定後得知，兩種實驗（不論實驗組或控制組）的前後差異皆具顯著性，代表兩種實驗對於學生的學習成效都是有效的；從單因子共變數分析中可看出，兩組之間沒有達到顯著性差異，表示傳統實驗跟虛擬實境實驗並無誰優誰劣之分。質性分析的結果，兩種實驗對於學生來說都是能夠提升學習動機，並讓學生學到正確觀念的課程。　　根據研究結果，虛擬實境實驗確實能達到傳統實驗所帶來的優點，研究者認為虛擬實境實驗的確可以成為國中理化實驗一種新的選擇，希望能把這種新型態的理化實驗，提供給國中端教師，來根據教師所需選擇適合的實驗。

關鍵字

虛擬實境；實驗教學；透鏡成像

並列摘要

In order to determine whether virtual reality experiments can be used in physics and chemistry experiments in junior high schools, this research compares virtual reality experiments with traditional experiments commonly used in general teaching sites, and learns from students’learning effectiveness, learning motivation, and attitudes toward learning science. Determine whether the virtual reality experiment can achieve the same effect as the traditional experiment, or even better than the traditional experiment. It is hoped that through research, middle school teachers of physics and chemistry can judge the situation of the teaching site and choose suitable experimental methods. 　　The subjects of this study were students in two classes of eighth grade in a middle school in Taipei City. Class A operated traditional experiments with 29 people; Class B operated virtual reality experiments with 30 people. The selected course is the first semester of eight years "Lens imaging". The quantitative analysis of the research used the learning satisfaction questionnaire to understand the students’learning motivation, learning attitude and experimental feelings, the scores of the learning questionnaires of the two classes were analyzed by independent sample t-tests to understand the differences in learning motivation of students; the two classes were tested before and after the learning achievement test, and the paired sample t-test is used to understand the learning effectiveness of the students and compared them. Whether there was a significant difference between the two classes. At the same time, with the qualitative analysis, the students' experience record table is used to understand the students' thoughts after the operation of the experiment and the suggestions for the experiment; through the learning result reported, it is known whether the student has internalized the content of the experiment into their own knowledge. 　　According to the results of the experiment, the following conclusions could be drawn: 　　In the quantitative analysis part, the results obtained after the independent sample t-test by Study Satisfaction Questionnaire are significant, indicating that the experimental group that operates the virtual reality experiment can replace the traditional experiment; The pre- and post-test results of the two groups were tested with a pair of sample t-tests, and it was found that the pre- and post-differences of the two experiments (regardless of the experimental group or the control group) were significant, which means that the two experiments are both effective for students' learning effectiveness. ; From the single factor covariate analysis, it could be seen that there was no significant difference between the two groups, which means that there was no difference between the traditional experiment and the virtual reality experiment.As a result of qualitative analysis, both kinds of experiments were courses that could enhance learning motivation for students and allow students to learn correct concepts. According to the research results, the researchers believe that virtual reality experiments can indeed become a new choice for middle school physical and chemical experiments, and hope that this new type of physical and chemical experiments can be provided to middle school teachers to choose suitable experiments according to the needs of teachers.