虛擬實境技術於軍事專長教學之應用 -以某訓部戰車駕駛專長班為例

本文旨在探虛擬實境技術運用於戰車駕駛專長教學訓練上，以提升教學成效及降低危安風險；首先以文獻探討方式對虛擬實境發展概況及應用領域與教學運用之優勢等項實施闡述說明；並運用層級分析(AHP)之研究方法，針對戰車駕駛專長各項訓練課程探討提升教學訓練成效。本研究建構二個層級及十項評估要素之層級結構，各階層級裡所要評估之評估要素兩兩成對來實施比較，以得到各評估要項之間相較重要性。本研究的問卷調查對象為資深專業教官及戰車駕駛專長班訓員，經由分析調查結果，並提出虛擬實境應用於各項戰車駕駛訓練課程設施建置之優先順序建議。本研究之分析結果顯示，在第一層級評估因素中，建議優先建置事件訓練類型課程的虛擬實境訓練課程；而第二層級評估因素分析後，在基礎訓練類型課程中，建議優先建置基本駕駛訓練的虛擬實境訓練課程；在進階訓練類型中，建議優先建置戰鬥駕駛訓練的虛擬實境課程；在事件訓練類型中，建議優先建置緊急應變訓練的虛擬實境課程。本研究探討虛擬實境技術應用於軍事專長教學建置優先順序之研究結果，可供後續軍事教育投資業管部門做個案實證對象參考，並可作為之後相關研究之參據。關鍵字：虛擬實境、軍事訓練、層級分析法、數位學習

關鍵字

虛擬實境；軍事訓練；層級分析法；數位學習

並列摘要

The purpose of this paper is to discuss the application of virtual reality technology in the teaching and training of chariot driving expertise, so as to improve the teaching effect and reduce the risk of danger. First, we use the literature review to confirm the general situation of virtual reality development, application fields and advantages of teaching application; and uses Analytic Hierarchy Process(AHP) to analyze the effectiveness of teaching and training for various training courses of chariot driving expertise. This study constructs a hierarchical structure of two levels and ten evaluation elements. In each level, the evaluation elements are compared in pairs to obtain the relative importance of each evaluation element. The subjects of the questionnaire survey in this study are senior professional instructors and class trainers specializing in chariot driving. After analyzing the survey results, it puts forward suggestions for the application of virtual reality in the construction of facilities for various chariot driving training courses. The analysis results of this study show that in the first-level evaluation factors, it is recommended to give priority to the establishment of virtual reality training courses of event training type courses; and after the analysis of the second-level evaluation factors, it is recommended to give priority to the construction of basic training type courses virtual reality training courses for basic driving training; for advanced training type, it is recommended to give priority to virtual reality courses for combat driving training; for event training types, it is recommended to give priority to virtual reality courses for emergency response training. This study explores the priority of applying virtual reality technology to the teaching of military expertise, which can be used as a reference for the follow-up military education investment industry management department as a case study object, and can be used as a reference for subsequent related research. Keywords: Virtual Reality, Military training, Analytic Hierarchy Process, Digital learning