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  • 學位論文

探究虛擬實境教材的沉浸程度對大學生的使用者經驗與學習動機之影響

The Effect of Immersive Degree of Virtual Reality Learning Materials on User Experience and Learning Motivation for College Students

指導教授 : 沈俊毅

摘要


資訊教育是未來培養人才的關鍵,目前虛擬實境已經成功涉及到各種學科領域,其中關於使用者經驗部分,在現今人們更注重使用產品的經驗、情感等。而學習動機部分,意義在於讓學習者從教學活動中引起、維持學生的學習活動,並且促進學習者自發性的維持學習的原動力與投入心力在學習活動中。此外沉浸的概念,與使用者環境有關,是使用者對全面、真實的主觀印象,有研究者將沉浸的程度分為沈浸式、半沉浸式和非沉浸式,因此本研究的目的為探討虛擬實境教材沉浸程度的不同對學習者的使用者經驗和學習動機之間的影響。 本研究之研究對象設定為新北市某大學之學生共130人,年齡範圍約在18至32歲之間,研究對象依本研究對沉浸程度的分類方式分為三組,分別為桌上式組69人、移動式組31人、固定式組30人。研究工具為沉浸式虛擬實境使用性量表、學習動機量表與訪談大綱。 本研究結論為, 一、 三組使用者經驗部分經單因子變異數分析未達顯著差異,可能原因為三組受試者們皆認為裝置部分功能需要改進。 二、 三組經單因子共變數分析,在整體上的學習動機達到顯著差異。 根據研究結論提出以下建議, 一、 籌備相關教學班級資源,並延長教學時間,以增加不同沉浸程度之虛擬實境教材對學習者的影響力。 二、 可在課程設計與教材設計上多加著墨,並且可在課程中增加真實的測驗內容。 三、 嘗試運用固定式沉浸程度之虛擬實境教材做為課程之主要教材或輔助教材,以期能讓學習者的學習動機有所提升。

並列摘要


Information education is the key to cultivate talents in the future. At present, virtual reality has successfully involved in various disciplines. Among them, the user experiences are the trend which people pay more attention to the experience and emotions of using products. In learning motivation, the significance is to enable learners to arouse and maintain students' learning activities from teaching activities, and to promote the motivation of learners to maintain learning spontaneously. In addition, the concept of immersiveness is related to user environment. It is a subjective impression of users that is comprehensive and real. Some researchers classify the degree of immersion as immersive, semi-immersive, and non-immersive. Therefore, the purpose of this study is to investigate the influence of the different levels of immersion in virtual reality learning environments on learner's user experience and motivation. The participants of this study was 130 students from a university in New Taipei City. The age range was between 18 and 32 years old. The subjects were divided into three groups according to the classification of immersion degree in this study. There were 69 people in non-immersive group, 31 people in semi-immersive group and 30 in immersive group. The research tools are immersive virtual reality usability scales, learning motivation scales and interview outlines. The conclusion of this study are: 1. User experience was not significantly different among the three groups by one-way ANOVA. The probable reason was that the three groups of participants all considered that the device function needs to be improved. 2. One-way ANCOVA resulted in significant differences in the overall motivation for learning among the three groups. According to the research conclusions, the following suggestions are proposed: 1. Prepare resources for relevant teaching classes and extend teaching time so as to increase the influence of virtual reality materials of different levels of immersion on learners. 2. The instructional design of virtual reality learning materials could be improved and could add real quiz content in the curriculum. 3. Use of the virtual immersive virtual reality teaching materials as the main teaching material or auxiliary materials could facilitate learners’ motivation.

參考文獻


參考文獻
中文文獻
王如薏(2016)。多模式運動記錄裝置介面之使用者經驗評估(未出版之碩士論文)。國立臺北科技大學,臺北市。
行動智慧城市研究團隊、吳顯東、李易鴻、林信亨、徐子明、高慈薏、⋯ Nikkei(2016)。虛擬實境產品發展與技術剖析。臺灣:財團法人資訊工業策進會產業情報研究所。
朱凌萱(2016)。雲端輔助教學工具對於提升高職學生英文句型寫作能力之研究(未出版之碩士論文)。私立淡江大學,新北市。

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