藉由3D遊戲為基礎的情境式學習提升專注力之學習成效分析--以英語教學為例

The Achievement Analysis of Consolidation Improved on 3D Game-based Contextual Learning--A Case Study of English Learning

郭盈顯(Ying-Hsien Kuo)

指導教授 ： 洪俊銘

崑山科技大學/資訊科技學院/資訊管理研究所/碩士(2012年)

https://doi.org/10.6828/KSU.2012.00094

摘要

近年來，世界各國的政府皆不遺餘力推動與數位學習相關的各項計畫，而國內亦將數位學習定位成國家知識競爭力的重要一環。在資訊科技爆炸性發展的前提下，學習不再侷限於一般傳統課堂上，而是逐漸轉型為以多媒體數位化為基礎的行動化線上學習方案。線上學習中的多媒體教材有許多種類型，如影像、圖片、聲音等。若將其運用到3D虛擬實境中，並與其他使用者產生互動，應可大幅提高學生學習上的專注力。因此多媒體網路教學將是未來取代傳統教學的一個重要趨勢。現今數位學習的發展度已逐漸成熟化，使用者可以透過以上所提到的各種上網方式(桌電、PAD、手機等)來進行線上學習。並安排自己的學習課程及進度，很大程度的提升了時間的掌控，達到學習的成效。
本研究將受測者分為技專院校、國立大學和國中學生(A、B和C組)三組族群，結果發現受測者普遍認為透過虛擬式的3D場景，能夠讓使用者感受到整體環境帶來的一種新的感受，而這種感受能夠影響到最終的學習成效。但就使用態度而言，AC兩組認為不會影響到使用行為，B組卻認為會有影響，顯示使用態度與使用行為的關聯性還需要進一步加以討論。數位學習式的電腦遊戲目的為促進使用者思考，具有較佳的趣味性，能夠吸引使用者專注其中，在獲得樂趣的同時，也達到學習目標。讓使用者在學習上投入熱忱，將學習這件事變成有意義的學習，而不是被強迫的學習。提升了學生的學習意願後，專注力自然就會提升，最終學習成效也會提升。

關鍵字

線上教學 ； 結構化方程式 ； 虛擬學習

並列摘要

In recent years, the governments in the world are promoting the plan of digital learning. In Taiwan, the policy of digital learning is located as the main part of national knowledge competition. On the premise of explosive growth in information technology, learning is gradually changing to the base of digital mobile learning, not just in the traditional classroom. There are many types of data about multimedia on e-Learning, such as video, image, and sound. Applying the e-Learning into 3D virtual reality and having the interactivity between users is the main purpose of using 3D on e-Learning. Thus, learning via internet is an important trend which can replace traditional learning in the future. Now the maturation of digital learning has gradually developed. User can do the e-Learning via different kinds of devices (desktop, pad, mobile) and making their own learning schedules and progress which increases the time of control and promotes the effect of learning.
The study found that the testee in three different groups (A, B, and C) agree that user can sense a new feeling for the whole environment via virtual 3D scenes. This feeling can affect at the result of effective learning. Concentrating on the attitude of use, Group A and C agree that the attitude of use CAN NOT affect the behavior of use. On the contrary, Group B agrees that the attitude of use CAN affect the behavior of use. Obviously the relationship between the attitude of use and the behavior of use need to be pended further discussion. The game-base digital learning can promote user to think and get better interest which can attract user focus on. While gaining the interest, user can achieve the goal of learning. User will be enthusiastic in learning. Learning will become meaningful, not forced. By increasing the desire of learning, the consolidation will increase, finally achieve the learning effect.

並列關鍵字

e-Learning ； SEM ； virtual learning

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