電子書、2D互動媒體、3D虛擬實境對於生態學習影響之研究

隨著多媒體及虛擬實境學習的興起，相關之設計及學習者的認知需求成為研究之熱門話題。台灣之自然生態豐富，本研究以10種特色魚及其生長生態為教學內容，並且透過準實證研究方法及質性研究，探討不同多媒體呈現模式與性別對於國小五年級生態教育學習成效的影響。研究分為三組，包括電子書(以文字加圖像呈現)、多媒體(文字、圖像、影片、及2D動態圖像呈現)、虛擬實境(文字、圖像、影片、及3D物件動態圖像呈現)。研究樣本為中市某國小五年級共186位學生。依變項為學習滿意度、生態認知成績之前後測、及使用時間。並藉由學生晤談等資料，進行量化與質性分析，研究結果發現：一、不同的媒體呈現生態學習會影響國小五年級學生之的認知學習，電子書組明顯優於多媒體組及虛擬實境組。二、不同性別的國小五年級學生，在不同媒體教學的呈現方式下，其生態學習成就並無顯著差異。三、不同的媒體呈現與性別並無交互作用影響。四、根據學習滿意度，發現學童對於多媒體教材應用於自然生態學習，普遍具有正向態度。質性資料顯示兒童對於虛擬實境學習有較大的興趣。研究結果對多媒體及虛擬實境學習之未來發展有很大助益。

關鍵字

電子書；互動媒體；虛擬實境；生態教育

並列摘要

As computer technology becomes progressively more commonplace, the application of interactive multimedia learning systems in the field of natural ecological education will also become more advanced. As the platform for such learning methodologies become ever more mature, the design and development of virtual environments will increasingly become a focus for research. Since learners are the recipients of information, the cognitive requirements of the learners should certainly be considered in the process of designing teaching materials. For this reason, this research employs virtually integrated multimedia technology in the development of content for ‘Taiwanese Feature Fish Species: An Exploration System’, which is intended to serve as pedagogical material in ecological education The research method employed here is intended to explore how the presentation of material, in different multimedia forms, and gender affects the learning efficacy of fifth-grade elementary school students. Three forms of multimedia platforms were used to conduct teaching sessions for the experiment: electronic books (text and pictures), multimedia (text, picture, video and 2D animated images), and virtual reality (text, pictures, videos, and 3d animated objects). The subjects in the experiment are the five fifth-grade classes of an elementary school in Taichung City. The classes were given two sessions with the multimedia platforms, and data was collected in the form of a learning satisfaction survey, pre-session and post-session knowledge test, as well as interviews. The data was assessed both quantitatively and qualitatively with the following results: 1. Significant differences as well as significant improvements were observed between the different forms of multimedia in terms of how they affected the learning of ecological material of the fifth graders. 2. Different genders presented with each form of multimedia do not present any significant difference in learning efficacy of the ecology material. 3. No significant difference was present between the combined factors of multimedia form and gender. 4. According to the learning satisfaction survey, the use of multimedia material in the learning of natural ecology generally affects the students in a positive manner.