探究虛擬實境中視覺認知風格對臨場感與科學感知學習的影響

Exploring the Effects of Visual Cognitive Styles on Presence and Science Perceived Learning in Virtual Reality

翁鴻仁(Hung-Jen Weng)

指導教授 ： 徐新逸

淡江大學/教育學院/教育領導與科技管理博士班/博士(2018年)

https://doi.org/10.6846/TKU.2018.00100

摘要

隨著虛擬實境（Virtual Reality, VR）技術快速發展，其在教育的應用亦逐漸普及。然而，目前的教育應用侷限在桌上型虛擬實境（Desktop VR），而且研究對象也多集中在高等教育階段，在中等學校科學教育的相關軟體及配套仍相當缺乏。在虛擬實境內容方面，多數研究採用具有物件特徵屬性的學習任務，但是在需要空間概念和抽象思考的物理學科學習上，則非常稀少。
本研究採用徐新逸和周雲虎於2017年所開發的「3D雲端虛擬物理實驗室」（CVLab）虛擬實境軟體中的「載流導線」單元，探討在虛擬實境的科學學習體驗後，學生的視覺認知風格屬性─包含物件視覺風格和空間視覺風格，對虛擬實境各向度─包含臨場感、滿意度及科學感知學習的影響。於是，本研究以65位高中學生為對象，探討高、中、低不同程度的物件視覺風格和空間視覺風格，對虛擬實境各向度的影響。此外，更進一步地比較在頭戴式顯示器的沉浸式虛擬實境和桌上型電腦的非沉浸式虛擬實境之科學學習課程中，學生的表現差異。
研究發現，於頭戴式顯示器或桌上型電腦螢幕的情境下，高、中、低不同程度物件視覺風格或空間視覺風格，在臨場感、滿意度和科學感知學習的表現無顯著差異。於前述兩種虛擬實境情境差異分析中，就高空間視覺風格，採用頭戴式顯示器的滿意度顯著優於桌上型電腦螢幕；就中物件和中空間視覺風格，採用頭戴式顯示器的臨場感和滿意度顯著優於桌上型電腦螢幕；就低空間視覺風格，採用頭戴式顯示器的臨場感顯著優於桌上型電腦螢幕。因此，本研究使用空間任務的虛擬實驗室內容與搭配的科技內容教學模式，除補強視覺認知風格在科學教育學習理論的完整性，亦建議對低空間視覺風格學習者給予空間視覺的學習支援。

關鍵字

虛擬實境 ； 視覺認知風格 ； 臨場感 ； 科學感知學習

並列摘要

The educational applications of Virtual Reality (VR) are more popular in diverse areas including high education, engineering, and medical field. However, virtual reality in high school science education has generally been neglected in recent educational researches for a variety of reasons, such as lack of VR equipment and subject-related software. Few studies covering k12 science education are still limited to the desktop VR and learning tasks involving visual object attribute, which are classified as the non-immersive virtual reality and understood by visual attention.
In order to enlarge the scope of visual cognitive styles theory, this study adopted the Head-Mounted Display (HMD) that strove to immerse learners in virtual environment via well-designed spatial learning tasks, thereby greatly investigating the influences of virtual reality on presence, satisfaction, and science perceived learning with visual cognitive styles. The virtual physics laboratory, 3D Cloud Virtual Physics Laboratory (CVLab) developed by Shyu and Chou (2017), was adopted for examining the effects of VR-based learning experience for the high school students with various levels of visual cognitive styles constructed of object visual style and spatial visual style.
Subjects were 65 high school students in this study. The results in case of immersive virtual reality did not indicate a significant difference in the presence, satisfaction, and science perceived learning that students categorized into high, medium, and low levels of object visual style. This was the same case in the non-immersive virtual reality. Moreover, the data also showed that there were no significant differences in presence, satisfaction, and science perceived learning among the high, medium, and low levels of spatial visual style, both in cases of immersive and non-immersive virtual reality.
Comparisons were made between immersive and non-immersive virtual reality situation in this study as well. It was concluded that presence and satisfaction performed better in immersive virtual reality for the students with medium level of object and spatial visual style, compared to non-immersive virtual reality. Meanwhile, science perceived learning showed the same performance for the students in all three levels of object and spatial visual style, both in terms of immersive and non-immersive virtual reality. This study highlights the importance of providing the adaptive visual support in science curriculum for the students with low spatial visual style.

並列關鍵字

Virtual Reality ； Visual Cognitive Style ； Presence ； Science Perceived Learning

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