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題名 混合實境於虛實整合化學實驗室之發展及教學應用
Development and Applications of a Chemistry Laboratory with Virtual and Physical Integration based on Mixed Reality
作者 涂家政
Tu, Chia-Cheng
貢獻者 陳志銘
Chen, Chih-Ming
涂家政
Tu, Chia-Cheng
關鍵詞 混合實境
探究式學習
混合實境結合探究式學習
化學實驗室安全教育
物件辨識技術
Mixed reality
Inquiry-based learning
Mixed reality integrated inquiry-based learning
Chemistry laboratory safety education
Object detection technology
日期 2022
上傳時間 1-八月-2022 17:44:41 (UTC+8)
摘要 在化學實驗室安全教育中，採用傳統教師講授的教學模式進行教學，仍存在僅能口頭說明，嚴禁學生進行危險操作，難以讓學生真實體驗的缺點與限制。而隨著具有虛實整合特性之混合實境技術的快速發展，已逐漸發展出許多的創新教學應用，並被證實能夠有效地促進學習成效。因此，本研究基於探究式學習模式與混合實境技術開發「基於混合實境之化學實驗室安全教育自學系統」輔以進行化學實驗室安全教育學習，讓學習者得以在虛擬環境中安全且自由地進行探究式實驗操作，避免發生在現實化學實驗室當中可能發生的安全問題，並透過系統所提供的感官體驗與互動效果，讓學習者勇於嘗試錯誤操作，而對於實驗危險後果更加印象深刻。

本研究採用準實驗研究法，以台北市某高中二年級兩個班級的學生共 36 名作為研究對象，並隨機分派為兩組進行化學實驗室安全教育，其中 17 名學生為採用「基於混合實境之化學實驗室安全教育自學系統」輔以學習的實驗組，剩餘 19 名學生則為採用「教師實體授課方式」輔以學習的控制組。透過教學實驗的實施，探討採用不同學習模式輔以進行化學實驗室安全教育的兩組學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度上是否具有顯著的差異。另外，也以實驗室安全先備知識和實驗室安全初始態度為背景變項，進一步探討不同背景變項之兩組學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度上是否具有顯著的差異。此外，也以半結構式深度訪談瞭解學習者對於不同學習模式的感受與看法，以及對於本研究發展之混合實境系統應用於教學上的改善建議。

實驗結果發現，相較於採用「教師實體授課方式」輔以進行化學實驗室安全教育的學習者，採用「基於混合實境之化學實驗室安全教育自學系統」的學習者更能夠顯著提升其在化學實驗室安全主題上的學習成效。此外，在實驗安全態度分析中得知，兩組學習者均在教學實驗結束後對於實驗安全的態度感受具有顯著的提升。而在學習動機與學習滿意度分析方面，兩組學習者之間並無呈現顯著的差異，但對於這兩種學習模式均持正面肯定的態度，但從訪談結果中發現，學習者仍較傾向於採用「基於混合實境之化學實驗室安全教育自學系統」輔以進行化學實驗室安全教育學習，並且普遍認為透過混合實境沉浸式的操作體驗，更能夠加深其對於危險操作的警覺性與實驗室安全觀念的養成。整體而言，本研究發展之「基於混合實境之化學實驗室安全教育自學系統」在輔助化學實驗安全知識的養成與提升上，不但具有成效，並且具有在學習模式上的創新貢獻。
In chemistry laboratory safety education, the traditional lecture model still remains some drawbacks and limitations on adopting verbal explanations and prohibiting students from performing dangerous operations, thus making it difficult for students to learn real experiences on chemistry laboratory safety. With the rapid development of mixed reality (MR) technology integrating virtual and physical space, many innovative teaching and learning applications with MR support have been successfully developed and proven their effectiveness in promoting learning performance. Therefore, this study develops a novel autonomous learning system for chemistry laboratory safety education based on mixed reality to assist chemical laboratory safety education, allowing learners to conduct inquiry-based experimental operations in a virtual environment by using a free and safe way so that safety problems in real chemical laboratories that may hurt learners can be avoided. Through the sensory experience and interactive effects offered by the system, learners can try the wrong operations as possible as they can in a virtual chemistry laboratory that is similar to a physical chemistry laboratory, thus getting more impressive experiences in chemistry laboratory safety education.
With a quasi-experimental research method in this study, a total of 36 Grade 11 students from two classes of a senior high school in Taipei City, Taiwan were randomly assigned into the experimental and control groups for chemistry laboratory safety education. A total of 17 students were randomly assigned to the experimental group that adopted the autonomous learning system for chemistry laboratory safety education to support chemistry laboratory safety education and the remaining 19 students were assigned to the control group that adopted the traditional physical teaching method with a teacher. An instruction experiment was conducted to examine whether there were significant differences in learning effectiveness, attitudes toward laboratory safety, learning motivation, and learning satisfaction when learners of two groups were assigned above-mentioned two different learning models to support chemistry laboratory safety education. Furthermore, prior knowledge of laboratory safety and initial attitude of laboratory safety are regarded as the background variables to discuss the differences in learning effectiveness, attitudes toward laboratory safety, learning motivation, and learning satisfaction of learners of two groups. In addition, semi-structured in-depth interviews were conducted to understand learners’ perceptions and suggestions towards using different learning models to assist chemistry laboratory safety education.
The research results show that, compared to learners who adopted the traditional physical teaching method for chemistry laboratory safety education, learners who adopted the autonomous learning system for chemistry laboratory safety education based on mixed reality are able to significantly improve their learning effectiveness on chemistry laboratory safety. Furthermore, the analysis of attitudes shows that learners of both groups significantly improved their attitudes toward laboratory safety at the end of the instruction experiment. On the other hand, the analysis of learning motivation and learning satisfaction shows that, there are no significant differences between the learners of two groups, but they have positive attitude toward both learning models. However, according to the interview results, learners tend to adopt the autonomous learning system for chemistry laboratory safety education based on mixed reality to support learning, and they stated that the immersion operation experience from mixed reality is able to enhance their awareness of hazardous operations and the development of laboratory safety concepts. Overall, the autonomous learning system for chemistry laboratory safety education based on mixed reality developed in this study is not only effective in assisting the development and enhancement of chemistry laboratory safety knowledge, but also is an innovative learning model to chemistry laboratory safety education.
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描述 碩士
國立政治大學
圖書資訊與檔案學研究所
109155018
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109155018
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih-Mingen_US
dc.contributor.author (作者) 涂家政zh_TW
dc.contributor.author (作者) Tu, Chia-Chengen_US
dc.creator (作者) 涂家政zh_TW
dc.creator (作者) Tu, Chia-Chengen_US
dc.date (日期) 2022en_US
dc.date.accessioned 1-八月-2022 17:44:41 (UTC+8)-
dc.date.available 1-八月-2022 17:44:41 (UTC+8)-
dc.date.issued (上傳時間) 1-八月-2022 17:44:41 (UTC+8)-
dc.identifier (其他 識別碼) G0109155018en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141148-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊與檔案學研究所zh_TW
dc.description (描述) 109155018zh_TW
dc.description.abstract (摘要) 在化學實驗室安全教育中，採用傳統教師講授的教學模式進行教學，仍存在僅能口頭說明，嚴禁學生進行危險操作，難以讓學生真實體驗的缺點與限制。而隨著具有虛實整合特性之混合實境技術的快速發展，已逐漸發展出許多的創新教學應用，並被證實能夠有效地促進學習成效。因此，本研究基於探究式學習模式與混合實境技術開發「基於混合實境之化學實驗室安全教育自學系統」輔以進行化學實驗室安全教育學習，讓學習者得以在虛擬環境中安全且自由地進行探究式實驗操作，避免發生在現實化學實驗室當中可能發生的安全問題，並透過系統所提供的感官體驗與互動效果，讓學習者勇於嘗試錯誤操作，而對於實驗危險後果更加印象深刻。

本研究採用準實驗研究法，以台北市某高中二年級兩個班級的學生共 36 名作為研究對象，並隨機分派為兩組進行化學實驗室安全教育，其中 17 名學生為採用「基於混合實境之化學實驗室安全教育自學系統」輔以學習的實驗組，剩餘 19 名學生則為採用「教師實體授課方式」輔以學習的控制組。透過教學實驗的實施，探討採用不同學習模式輔以進行化學實驗室安全教育的兩組學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度上是否具有顯著的差異。另外，也以實驗室安全先備知識和實驗室安全初始態度為背景變項，進一步探討不同背景變項之兩組學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度上是否具有顯著的差異。此外，也以半結構式深度訪談瞭解學習者對於不同學習模式的感受與看法，以及對於本研究發展之混合實境系統應用於教學上的改善建議。

實驗結果發現，相較於採用「教師實體授課方式」輔以進行化學實驗室安全教育的學習者，採用「基於混合實境之化學實驗室安全教育自學系統」的學習者更能夠顯著提升其在化學實驗室安全主題上的學習成效。此外，在實驗安全態度分析中得知，兩組學習者均在教學實驗結束後對於實驗安全的態度感受具有顯著的提升。而在學習動機與學習滿意度分析方面，兩組學習者之間並無呈現顯著的差異，但對於這兩種學習模式均持正面肯定的態度，但從訪談結果中發現，學習者仍較傾向於採用「基於混合實境之化學實驗室安全教育自學系統」輔以進行化學實驗室安全教育學習，並且普遍認為透過混合實境沉浸式的操作體驗，更能夠加深其對於危險操作的警覺性與實驗室安全觀念的養成。整體而言，本研究發展之「基於混合實境之化學實驗室安全教育自學系統」在輔助化學實驗安全知識的養成與提升上，不但具有成效，並且具有在學習模式上的創新貢獻。		zh_TW
dc.description.abstract (摘要) In chemistry laboratory safety education, the traditional lecture model still remains some drawbacks and limitations on adopting verbal explanations and prohibiting students from performing dangerous operations, thus making it difficult for students to learn real experiences on chemistry laboratory safety. With the rapid development of mixed reality (MR) technology integrating virtual and physical space, many innovative teaching and learning applications with MR support have been successfully developed and proven their effectiveness in promoting learning performance. Therefore, this study develops a novel autonomous learning system for chemistry laboratory safety education based on mixed reality to assist chemical laboratory safety education, allowing learners to conduct inquiry-based experimental operations in a virtual environment by using a free and safe way so that safety problems in real chemical laboratories that may hurt learners can be avoided. Through the sensory experience and interactive effects offered by the system, learners can try the wrong operations as possible as they can in a virtual chemistry laboratory that is similar to a physical chemistry laboratory, thus getting more impressive experiences in chemistry laboratory safety education.
With a quasi-experimental research method in this study, a total of 36 Grade 11 students from two classes of a senior high school in Taipei City, Taiwan were randomly assigned into the experimental and control groups for chemistry laboratory safety education. A total of 17 students were randomly assigned to the experimental group that adopted the autonomous learning system for chemistry laboratory safety education to support chemistry laboratory safety education and the remaining 19 students were assigned to the control group that adopted the traditional physical teaching method with a teacher. An instruction experiment was conducted to examine whether there were significant differences in learning effectiveness, attitudes toward laboratory safety, learning motivation, and learning satisfaction when learners of two groups were assigned above-mentioned two different learning models to support chemistry laboratory safety education. Furthermore, prior knowledge of laboratory safety and initial attitude of laboratory safety are regarded as the background variables to discuss the differences in learning effectiveness, attitudes toward laboratory safety, learning motivation, and learning satisfaction of learners of two groups. In addition, semi-structured in-depth interviews were conducted to understand learners’ perceptions and suggestions towards using different learning models to assist chemistry laboratory safety education.
The research results show that, compared to learners who adopted the traditional physical teaching method for chemistry laboratory safety education, learners who adopted the autonomous learning system for chemistry laboratory safety education based on mixed reality are able to significantly improve their learning effectiveness on chemistry laboratory safety. Furthermore, the analysis of attitudes shows that learners of both groups significantly improved their attitudes toward laboratory safety at the end of the instruction experiment. On the other hand, the analysis of learning motivation and learning satisfaction shows that, there are no significant differences between the learners of two groups, but they have positive attitude toward both learning models. However, according to the interview results, learners tend to adopt the autonomous learning system for chemistry laboratory safety education based on mixed reality to support learning, and they stated that the immersion operation experience from mixed reality is able to enhance their awareness of hazardous operations and the development of laboratory safety concepts. Overall, the autonomous learning system for chemistry laboratory safety education based on mixed reality developed in this study is not only effective in assisting the development and enhancement of chemistry laboratory safety knowledge, but also is an innovative learning model to chemistry laboratory safety education.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究問題 8
第四節 研究範圍與限制 8
第五節 重要名詞解釋 9
第二章 文獻探討 11
第一節 化學實驗室安全教育 11
第二節 探究式學習於科學教育應用 16
第三節 混合實境於教學應用 20
第三章 系統設計 23
第一節 系統設計理念 23
第二節 學習內容設計與資料來源 24
第三節 系統介面功能與操作流程 26
第四節 系統開發環境 41
第四章 研究設計與實施 43
第一節 研究架構 43
第二節 研究方法 46
第三節 研究對象 47
第四節 實驗設計與流程 47
第五節 研究工具 51
第六節 資料處理與分析 54
第七節 研究實施步驟 57
第五章 實驗結果分析 59
第一節 兩組學習者在學習成效、實驗安全態度、學習動機，以及學習滿意度之差異分析 60
第二節 採用不同學習模式輔以進行化學實驗室安全教育之兩組不同先備知識學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度之差異分析 70
第三節 採用不同學習模式輔以進行化學實驗室安全教育之兩組不同安全初始態度學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度之差異分析 81
第四節 訪談質性資料分析 92
第五節 綜合討論 101
第六章 結論與建議 110
第一節 結論 111
第二節 「基於混合實境之化學實驗室安全教育自學系統」改善建議 115
第三節 研究未來方向 117
參考文獻 119
附錄一 實驗參與同意書 133
附錄二 化學實驗室安全知識測驗卷 134
附錄三 化學實驗室安全態度量表 136
附錄四 學習動機量表 138
附錄五 學習滿意度問卷 141
附錄六 半結構式訪談大綱 143		zh_TW
dc.format.extent 4847510 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109155018en_US
dc.subject (關鍵詞) 混合實境zh_TW
dc.subject (關鍵詞) 探究式學習zh_TW
dc.subject (關鍵詞) 混合實境結合探究式學習zh_TW
dc.subject (關鍵詞) 化學實驗室安全教育zh_TW
dc.subject (關鍵詞) 物件辨識技術zh_TW
dc.subject (關鍵詞) Mixed realityen_US
dc.subject (關鍵詞) Inquiry-based learningen_US
dc.subject (關鍵詞) Mixed reality integrated inquiry-based learningen_US
dc.subject (關鍵詞) Chemistry laboratory safety educationen_US
dc.subject (關鍵詞) Object detection technologyen_US
dc.title (題名) 混合實境於虛實整合化學實驗室之發展及教學應用zh_TW
dc.title (題名) Development and Applications of a Chemistry Laboratory with Virtual and Physical Integration based on Mixed Realityen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202201089en_US