運用虛擬實境與數位遊戲學習於國小學生的鄉土文化教學：以學習成效和鄉土認同觀點之實證研究

Applying Virtual Reality Learning and Digital Game Learning in Local Culture Courses for Elementary School Students: Empirical Study on Learning Effectiveness and Local Cultural Identity

葉承峰(Yeh, Cheng Feng) ； 楊晰勛(Yang, Hsi Hsun)

《教育傳播與科技研究》 126期 (2021/08) Pp. 1-19

https://doi.org/10.6137/RECT.202108_(126).0001

摘要

近年來臺灣本土意識的覺醒，使得鄉土文化教學受到學者和教育部的重視。過去國小學童在進行鄉土文化教學時，大多採用戶外教學的方式進行，但基於人力與安全等考量，使得學校不傾向將學童帶至戶外進行授課。因此本研究將戶外場域情境帶入教室，建置鄉土虛擬實境系統與鄉土數位遊戲系統各一套，並以中臺灣非都會區國小四年級六個班級為研究對象，兩班為實驗組A進行「虛擬實境學習」，兩班為實驗組B進行「數位遊戲式學習」，以及兩班為控制組接受「投影片和教學影片學習」。本研究主要探討哪些因素可能是影響鄉土文化教育的關鍵要素。研究結果顯示，三組學生在學習成效上皆有顯著提升，而使用「數位遊戲式學習」的學生在學習成效上顯著優於其他組；使用「虛擬實境學習」的學生在鄉土認同歸屬感構面顯著優於其他組；使用「數位遊戲式學習」的學生在鄉土認同參與感及維護自然環境構面優於其他組；而學生對於學習活動的學習動機、鄉土認同及學習成效間彼此具有關聯性。從實驗組的結果顯示，學習動機變項會透過鄉土認同對鄉土文化教學的學習成效產生影響，也就意味著，鄉土認同確實扮演著中介角色，間接地影響國小學生的鄉土文化教學學習成效。

關鍵字

鄉土認同 ； 鄉土課程 ； 虛擬實境學習 ； 數位遊戲式學習 ； 學習成效

並列摘要

In recent years, the rise in Taiwan's indigenous awareness has led scholars and the Ministry of Education to value local culture courses. Outdoor teaching methods were previously employed by elementary schools when teaching indigenous courses. Because of considerations such as resource scheduling and safety, schools are now disinclined to take pupils outside to teach. The research subjects of this study were fourth-grade students from six classes in a nonurban elementary school in Taiwan. Students from two classes were divided into experimental groups A and B. Virtual reality digital learning was implemented with experimental group A, whereas digital game-based learning was implemented with experimental group B. The control group was presented with slides and instructional videos. This study examined the type of factors that may influence local education successes. The study results showed that students of all three groups achieved significant improvement in learning effectiveness. Furthermore, the digital game-based learning group achieved significantly better results than the other groups. The virtual reality digital learning group showed significant improvements in terms of belongingness to a local identity. Furthermore, the digital game-based learning group demonstrated significant improvements in terms of participation and maintenance of the natural environment. With regard to learning activities, students' learning motivation, local cultural identity, and learning effectiveness were related to each other. The learning motivation of experimental groups A and B influenced the effectiveness of their local culture learning through local cultural identity. This means that local cultural identity plays a mediating role in the relationship between learning effectiveness and students' local cultural identity.

並列關鍵字

local cultural identity ； local culture courses ； virtual reality learning ； digital game learning ； learning effectiveness

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