混合實境導入部隊教育訓練之關鍵影響因素

科技技術進步、資訊使用人口日益增加，從行動載具到智慧穿戴式裝置的市場與產品應用，對於數位學習已是不可避免的主要趨勢，虛擬實境(Virtual Reality, VR)、擴增實境(Augmented Reality, AR)與混合實境(Mixed Reality, MR)應用越來越廣泛，在教學領域中也逐漸導入了各種新興技術，例如:遠距引導教學、醫療護理教學訓練、數位學習互動課程、器材模擬操作等，都是藉由提供不同教育方式，提升練習效率、多樣化的訓練方針外，也改善傳統訓練可能面臨的場地、學習資源不均等問題。本研究的重點是使用混合實境(Mixed Reality, MR)和數位學習訓練平台結合，並考量學習環境、裝備運用、訓練流程等，探討對課程的關鍵影響因素，讓訓練呈現數位學習與實作應用結合的模式，旨在為部隊教育訓練找到有效教學的選擇，希冀能讓 MR 對軍事訓練、裝備運用保養、實務應用部分能獲得更多教育方針選擇，也期盼藉由科技提升裝備保養及裝備實務操作的訓練品質。採用層級分析法尋找 MR 導入部隊教育訓練的關鍵影響因素，從目前部隊實施數位化訓練課程之現況，統整導入教育訓練應考量之關鍵影響因素，讓各計劃、執行人員可透過建立層級結構模式，對於教育訓練求得較客觀的權重分析，從研究結果可發現 MR 系統納入數位學習中，是以教學系統互動、學生測驗之結訓率與課程設計的教學進度為最重要關鍵影響因素，以此因素的層級關係，作為發展部隊教育訓練的策略要素，提升訓練效果。

關鍵字

數位學習；遠距教學；軍事訓練；混合實境；層級分析法

並列摘要

With advancements in information technology and an ever-expanding user population, the application of such technologies in products ranging from mobile devices to smart wearables have become an inevitable and dominant trend within the field of digital learning. Currently, virtual reality (VR), augmented reality (AR) and mixed reality (MR) are used extensively. Furthermore, various other emerging technologies have been gradually introduced into the field of teaching. New approaches, such as, remote guided teaching, medical and nursing teaching and training, interactive courses in digital learning, and equipment operation simulation have adopted different teaching methods to enhance the practice efficiency and provide diversified training, while also addressing the issues of geographical distance and unevenly distributed learning resources faced by traditional training methods.The focus of this study was to employ a training platform that combines MR with digital learning, and to explore the key factors influencing the training curriculum with consideration given to aspects, such as, learning environment, equipment deployment, and training process, to achieve a training model that integrates digital learning with practical applications. The objective was to identify effective teaching methods for military education and training with the anticipation that MR will be able to provide more options for educational policies related to military training, equipment deployment and maintenance, practical application, and to improve the training quality for the equipment maintenance and practical operations through technology. The analytic hierarchy process was employed to identify the key factors influencing the introduction of MR into military education and training. Based on the current implementation of the digital training courses in the military, the key factors to be considered were collated, and a hierarchical structure model was established, which would allow the planners and practitioners to achieve a more objective weight analysis of the education and training. The findings of this study revealed that the most important factors in the integration of an MR system into digital learning included the interactivity of the teaching system, completion rate in student testing, and teaching schedule of the curriculum design. The hierarchical relationships of these factors can be utilized as strategic elements in the development of military education and training to improve the training effectiveness.

並列關鍵字

analytic hierarchy process ； digital learning ； military training ； mixed reality ； remote teaching

參考文獻

Chen, T.-L., Huang, C.-H., & Lan, Y.-L. (2016). Possibilities and considerations for MOOCs in the training and development of public sector in Taiwan. Research of Educational Communications and Technology, 115, 1-11. doi: 10.6137/RECT.2016.115.01

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