融入混合實境技術之學習成效分析：文獻綜述與後設分析

本研究利用文獻綜述及後設分析的方式，回顧自2009年至2022年1月之間將混合實境技術應用於教育中之相關文獻，分析與教育相關的混合實境技術現況，探討何種因素會對學生的學習成效產生影響，並計算出混合實境在教育中整體學習成效之效果量。研究使用ScienceDirect、LearnTechLib、Web of Science、EBSCO四個資料庫網站進行文獻搜尋，設定文獻納入與排除之標準後進行分析，最後總計針對123篇文獻進行深入研究與探討。研究者將篩選出的相關文獻根據研究發表年份、研究學科領域、教育階段、實驗對象之地理位置分佈、課程學習長度、實驗組設備使用頻率、課程學習面向、研究過程中有無教師協助、研究過程中學生有無分組與研究過程中有無實驗設計等10類變項進行文獻綜述分析。希望藉此能夠從研究中得知混合實境技術應用在現今教育中的發展趨勢、優勢和缺陷。研究者為了釐清影響混合實境在教學應用成效的關鍵變項，再篩選出27篇具完整實驗數據之文獻進行後設分析研究。結果顯示，納入後設分析的27篇研究，總體平均加權後的效果量\mathbit{g}_+為0.60（採用隨機效果模式），達到中等效果量標準，其中包含56個g，及1997位學生，95%信賴區間為0.29~0.92，表示混合實境技術在教育中的學習成效會優於在傳統教學中之學習成效。此外，再透過本研究中的調節變項分析發現，在教育中融入混合實境技術之研究會受到研究中不同之「課程學習長度」、「實驗組的混合實境設備使用頻率」及「研究過程中有無教師協助」，三個變項之調節作用，而呈現出影響到學習成效的顯著差異。冀望透過本研究結果對混合實境技術在教育中的發展提出具體建議。

關鍵字

混合實境；實境技術；學習成效；文獻綜述；後設分析

並列摘要

This study used a systematic review and meta-analysis to review the literature on the application of mixed reality technologies in education from 2009 to January 2022, to analyse the current state of mixed reality technologies in education, to explore what factors affect students' learning outcomes, and to calculate the overall learning outcomes of mixed reality in education. The study used four databases, ScienceDirect, LearnTechLib, Web of Science and EBSCO, to conduct a literature search, set the criteria for inclusion and exclusion, and then analyse a total of 123 papers for in-depth study. The researcher conducted a literature review of the selected papers according to 10 categories: year of publication, field of study, stage of education, geographical distribution of the subjects, length of the course, frequency of use of equipment in the experimental group, orientation of the course, presence or absence of teacher assistance during the study, presence or absence of student grouping during the study, and presence or absence of experimental design during the study. It is hoped that the study will provide insights into the trends, strengths and weaknesses of the application of mixed reality technology in education today. In order to identify the key variables that affect the effectiveness of the application of mixed reality in teaching and learning, 27 papers with complete experimental data were selected for meta-analysis. The results showed that the overall mean weighted effect size g+ of the 27 studies included in the meta-analysis was 0.60 (in a random effect model), which met the medium effect size criterion, including 56 g, and 1997 students, with a 95% confidence interval of 0.29 to 0.92, indicating that the learning outcomes of mixed reality technologies in education are better than those in traditional teaching. In addition, the analysis of the moderating variables in this study revealed that the incorporation of mixed reality technology in education was moderated by the three variables of "length of course learning", "frequency of using mixed reality equipment in the experimental group" and "presence or absence of teacher assistance during the study", which showed significant differences in the learning outcomes. It is hoped that the results of this study will provide concrete suggestions for the development of mixed reality technology in education.