虛擬化學實驗室之差異化教學探討

A Study of Virtual Chemistry Laboratory with Differentiated Instruction

吳柏均(Bo-Jyun Wu)

指導教授 ： 黃世強

國立交通大學/資訊學院/多媒體工程研究所/碩士(2018年)

摘要

本篇論文探討使用者在差異化學習下的化學實驗學習感受。我們建構一個虛擬化學實驗室 VRCL，利用頭戴式顯示器來呈現沉浸感的學習情境。藉由手勢偵測裝置 Leap Motion，使用者可以在虛擬實驗室中用自身雙手進行操作。在 VRCL中我們設置了一個虛擬滴定實驗。使用者在自身雙手操作滴定實驗後，將獲得更好的學習經驗與質量。為了讓更多學習者能在 VRCL 獲得良好的學習感受，我們引進了差異化學習的概念。在差異化學習下，我們設置不同的學習強度。不同學習強度下有著相應的誤差容許值，使用者可以選擇適當的學習強度來進行體驗。經測試結果顯示，差異化學習的確給予使用者更好的學習感受。非化學背景使用者對於差異化學習提升學習感受，相比於化學背景使用者有著較高的認同。反之，化學背景的使用者，在差異化學習上對較強學習難度有著更高的嘗試與自我認同。而對於所有使用者，他們一致的高度認同差異化學習能夠幫助學習者找到合適的學習強度。因此，我們認知到差異化學習對於教育學習確實是個重要的應用。對於優秀的學生，他們能在更難的學習強度下，獲得更好的自我肯定。而對於知識初學的學生，他們則能在較為合適的學習強度下，逐步的建立學習信心。

關鍵字

虛擬實境 ； 化學 ； 差異化學習

並列摘要

In this thesis, we explored the users’ learning perception of virtual chemistry experiment in differentiated instruction. We constructed a system, VRCL, that was indicated an immersive learning scenario by head-mounted display. With Leap Motion, the users can
manipulate tools by their hands. In VRCL, we implemented a virtual titration experiment. The users can get a better learning perception by using their hands than using controller. We applied the differentiated instruction to make a good learning perception with suitable learning intensity for users. In differentiated instruction, NCPG more agreed that the differentiated
instruction promoted their learning perception and willingness compared with CPG. On the other hand, CPG have higher willing and self-identification to attempt more difficult learning intensity compared with NCPG. However, CPG and NCPG similarly and highly agreed that differentiated instruction can help users to find suitable learning intensity. After user study, we know that the differentiated instruction is an important application for learning. With the differentiated instruction, the excellent student can get a better self-identification in more difficult learning intensity. Instead, the beginner student can gradually enhance their learning confidence in suitable learning intensity.

並列關鍵字

virtual reality ； chemistry ； differentiated instruction

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