人類與環境之間如何共存共榮的相關議題近年引起社會的探討,相關單位亦積極推動環境教育的相關知識普及於大眾;但野生動物生態與都市生活環境有很大的差異,學習者較難感受其重要性。本論文以遊戲的方式提引學習者動機,以虛擬實境技術模擬真實環境之情境,藉由虛擬實境博物館來傳遞台北樹蛙相關知識,使學習者能深刻體驗台北樹蛙之生活環境與飲食習慣。同時亦探討不同的虛擬實境科技載具,對於學習者之學習成效、虛擬實境存在感、接受度與焦慮感的影響。研究對象為大專院校大學部與碩士班學生共81人,受試者分為兩組,實驗組使用頭戴式虛擬實境40人,對照組使用桌上型虛擬實境41人。實驗分析結果如下:兩組學習成效皆有顯著提昇,其中頭戴式虛擬實境成效高於桌上型虛擬實境,且頭戴式虛擬實境的存在感高於桌上型虛擬實境的存在感;另外,本論文之虛擬實境模擬台北樹蛙學習系統受到受試者高度接受;除此之外,對照組與實驗組之焦慮程度差異並不大,且現實生活中會引起焦慮的程度高於虛擬環境,代表兩種使用介面皆不會增加受試者學習焦慮。綜合本論文的研究結果,頭戴型虛擬實境與桌上型虛擬實境兩者皆能夠做為學習媒材達到學習成效且能受到學習者高度接受,未來研究可增加其他動植物知識內容,豐富學習系統的生物多樣性。
Environmental education (EV) has been implemented for dozens of years in Taiwan, the goals of EV are waring humans to realize and discuss the issues of environments where we are living in. Most of these EV activities were designed and acted at schools; however, people may have difficulties when learning the environmental knowledge in classroom without observing the real environment in wild. This thesis proposes a situated game of wild environment based on two types of virtual reality technologies(MHD-VR and PC-VR) to motivate learners to learn the related knowledge of Taipei frog. The difference of learning outcomes, the impact of virtual reality, technology acceptance and anxiety are discussed in this research. There are 81 participants divided into two groups. The experimental group uses a HMD Virtual Reality of 40 people, and the control group uses the Desktop Virtual Reality(PC-VR) of 41 people. The experimental result indicates that the learning outcome of both groups have been improved significantly. The average scores of students with HMD Virtual Reality is better than the average scores of students with Desktop Virtual Reality, and the presence of HMD Virtual Reality is higher than Desktop Virtual Reality. Furthermore, the anxiety level of control group is as the same as the level of experimental group.