基於認知風格探究虛擬實境教學對永續發展學習成效之影響

永續發展目標（Sustainable Development Goals，SDGs）已是全球各個國家共同努力的目標，教育也是促進SDGs的關鍵。另外，虛擬實境可以跨越空間的特性，可帶領學習者在教室走訪不同相關議題的地點，SDGs中有許多不同的議題與生活息息相關。然而，台灣青少年的永續意識下降，使用虛擬實境技術的對永續發展的環境教育也十分重要。本研究想透過地點與議題的結合使學習者吸收有關SDGs的認知。此外，本研究想要透過認知風格中的場地獨立與場地依賴來探討虛擬實境對學習者的幫助，因為場地依賴學習者的諸多特性與過去研究顯示之虛擬實境對教學的幫助上有許多相合之處。鑑於上述，本研究首先欲探究，透過虛擬實境以及SDGs議題的結合對永續發展教育的可行性。另外，透過認知風格來探究虛擬實境對於永續發展學習成效之影響，藉此了解不同認知風格的學習者更適合何種學習環境。綜合上述，本研究的目的有三：（一）檢視永續發展目標利用虛擬實境以及議題結合之呈現方式的可行性；（二）在不同的虛擬實境與教學引導方式下，各組學習成效是否有差異；（三）透過沈浸式虛擬實境對學習的幫助下，場地依賴學習者的學習成效是否會優於場地獨立學習者。主要研究針對49名大學一年級學生進行兩週的永續發展教育，分為三組進行學習－實驗組一「頭戴式VR與語音教學引導」、實驗組二「頭戴式VR與文字引導」與實驗組三「螢幕式VR與語音教學引導」；實施了「團體藏圖測驗」與兩次「學習成效測驗」。使用SPSS分析數據資料，結果顯示（一）虛擬實境對於場地依賴學習者的學習成效提升高於場地獨立學習者；（二）教學引導對場地依賴者的學習成效幫助；（三）現場教學引導在教學上有比語音教學引導在學習成效上有更好的表現；（四）在兩個研究中，由不同組別得到更好的學習成效。

關鍵字

虛擬實境；認知風格；場地獨立；場地依賴；永續發展目標

並列摘要

Sustainable Development Goals(SDGs) has been the goal of all countries in the world, and education is also the key to promote SDGs. In addition, Virtual Reality can cross space and lead learners to visit different related topics in the classroom. There are many different topics related to life and interest in SDGs. However, the awareness of sustainability of Taiwan teenagers has declined, and the use of Virtual Reality technology is of great significance to the future Environmental education for sustainable development is also very important. This study aims to enable learners to absorb the cognition of SDGs through the combination of location and topic. In addition, this study aims to explore the help of Virtual Reality to learners through the Field-Independence and Field-Dependence in cognitive style, because many characteristics of Field-Dependence learners are different from the help of Virtual Reality to teaching shown by previous studies. The results show that: (1) Virtual Reality improves the learning effect of Field-Dependence learners more than that of Filed-Independence learners; (2) Teaching guidance helps the learning effect of Field-Dependence learners; (3) On-site teaching guidance performs better than voice teaching guidance in teaching; (4) In the two studies, different groups get better learning results.