虛擬實境遊戲對國中生環境教育的學習動機與成效之研究

環境教育是一種解決環境問題與促進環境可持續性的教育方法，其目的在於提高所有人民的環境意識。雖環境教育強調走向戶外自然環境做實際考察，但戶外教學在實際執行上仍存在隱憂，諸如人力、耗時、金錢支出和安全等問題，因此許多環境教育課程都會嘗試以室內進行的教學策略作為替代。在本研究中，研究者根據虛擬實境具備的沉浸性，其可讓學生在不受實際環境的限制進行探索，設計了一款環境教育虛擬實境遊戲「末日之後」，將環境教育的知識和概念與虛擬實境遊戲結合，使用者將在3D的虛擬場景中與環境和人物互動，並從中學習到「垃圾分類與回收」，「外來入侵物種」，「無痕山林」，等三個單元的知識。本研究採用個案研究法，探討環境教育虛擬實境遊戲對學習成效與動機之影響，以及探討學生在遊玩虛擬實境遊戲的使用歷程，研究對象為七年級學生，共15名，將其分為4組學生，在依據是否使用虛擬實境來分別表示操作者和觀察者。學生進行遊戲時，透過觀察記錄其操作行為，並在教學前後實施知識理解試卷，和在結束時以問卷和訪談等方式歸納學生的使用歷程。研究結果如下：一、學生在使用環境教育虛擬實境遊戲後，學習成效並無顯著提升。二、學生對環境教育虛擬實境遊戲具有較高的學習動機三、學生給予「末日之後」正面評價，表示很喜歡且具有教育意義。

關鍵字

沉浸式虛擬實境；環境教育；遊戲式學習

並列摘要

Environmental education is an educational approach that addresses environmental issues and promotes environmental sustainability to raise people’s environmental awareness. While environmental education emphasizes in-person observations and practice in the outdoors, there are still underlying concerns for implementing field trips such as human resources, time consumption, monetary expenditures, and safety. Therefore, many environmental education courses aim to use indoor teaching strategies as an alternative. In this study, the researchers designed an environmental education virtual reality game, After the Doomsday, with the immersive quality of virtual reality that allows students to explore without being restricted by the physical environment. After the Doomsday integrates concepts and content in environmental education with virtual reality games. Users interact with the environment and characters in the 3D virtual scene and learn about ideas throughout the three chapters, including “waste sorting and recycling,” “invasive species,” and “leave no trace.” 　　This study adopted the case study method to explore the impact of environmental education virtual reality games on learning effectiveness and motivation and the students’ user process of playing virtual reality games. The research participants were 15 7th-grade students divided into four groups. The groups were further divided into operators and observers based on whether they used the virtual reality. While students were playing the game, their operations in the game were observed and recorded. Furthermore, quizzes to test the participants’ comprehension of the lessons were taken before and after the class, and questionnaires and interviews helped to summarize students’ user processes at the end. The results of the study are as follows: 1. There was no significant improvement in learning effectiveness after students played the environmental education virtual reality game. 2. Students had higher learning motivation with the environmental education virtual reality game. 3. Students gave After the Doomsday positive comments and reported that they liked the game and thought it had educational significance.