沉浸式虛擬實境數位遊戲式教材對國中生學習動機之影響：以木尺實驗為例

隨著3D技術、網際網路與多媒體的普及，傳統單向填鴨式教育對國中生而言已然無法引起國中生之學習動機且其學習成效亦不彰。而虛擬實境(VR，Virtual Reality)所提供之擬真感、避免實際操作危險性與器材耗損之特性慢慢引起教育者之注意，因此，本研究以準研究法結合數位遊戲式學習(Digital Game-Based Learning)的概念，並參考3D互動虛擬實驗室 (Cloud Virtual Laboratory-Physics, CVLab)之木尺實驗的概念進而設計出槓桿漏油車以進行實驗操作。本實驗使用高互動性之HTC Vive做為研究設備並以MSLQ (Motivated Strategies for Learning Questionnaire)為參考依據設計出適合本研究之學習動機量表以作為研究工具，並以此在實驗之前後進行施測。最後，將所得之前後測資料進行分析並以「成對樣本t檢定」與「描述性統計」來比較實驗前後之差異。實驗結果顯示，導入沉浸式虛擬實境數位遊戲式教材對於國中生學習動機總面向是有顯著差異(p<.001)，這代表本教材能有效提升國中生對物理實驗之學習動機，而在六大面向部分中的內在動機、外在動機、工作價值、自我效能與期望成功則為顯著的正向影響。在控制信念方面，因本實驗受限於場地與時間限制而導致受測者在操作教材時有感應延遲與不良狀態而導致該結果沒有呈現顯著差異。另外，在測試焦慮部分則因為受測者為數位原生之族群而產生在操作新科技時之焦慮與挫折感，所以測試焦慮之結果亦無顯著差異。

關鍵字

沉浸式虛擬實境；數位遊戲式學習；學習動機

並列摘要

Due to the popularization of the 3D technology, the internet usage, and multimedia content, traditional force-feeding education cannot well motivate junior high school students’ learning interests, which also results in poor learning effectiveness. The virtual reality (VR) technology, which provides the real-simulated scenario and avoids the possible dangers or losses of actual operation, have gradually attracted the attention of educators to be applied in the classroom. This study applied the concept of quasi-experimental approach with digital game-based learning. Following the wood-scale experiment idea provided by Cloud Virtual Laboratory-Physics (CVLab), the oil-leaking truck is designed and made to be used as the teaching material for experimental operations. This study uses the highly-interactive HTC Vive as the experimental equipment. Taking the Motivated Strategies for Learning Questionnaire as the main reference, this study starts with designing appropriate measure questionnaire to explore the students’ studying motivations. Appling the measuring and statistical approaches of before-and-after study, the difference between these paired observations has been calibrated by descriptive statistics and verified by paired-t test. The empirical results show that introducing the immersive virtual reality digital game-based teaching materials provides significant effect in the learning motivation of the junior high school students (p <.001), which means that this teaching material can effectively influence the learning motivation of junior high school students in physics experiments. Significant positive effects were found among four constructs, including “intrinsic motivation”, “extrinsic motivation”, “work value”, “self-efficacy and expected success”. Besides, no significant effect was found in the “control belief” construct. The possible reason might be the limitation of the venue and time, which resulted in the subjects to have induction delays and poor conditions while operating the teaching materials. In addition, in testing respondents’’ anxiety, since the respondents are all belong to digital native group, little anxiety and frustration could be observed in operating of new technology, there is no significant difference in the test anxiety results.