1. NCCU Academic Hub
  2. 學術產出
  3. 文學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 元宇宙數位策展於歷史學習成效之影響研究—以二戰在香港台灣平民百姓被拘留之歷史為例
The Effects of Metaverse Digital Curation on History Learning Effectiveness: A Case Study of the History of Taiwan Civilians Cooped in Hong Kong in World War II
作者 翁榮秀
Weng, Jung-Hsiu
貢獻者 陳志銘<br>藍適齊
Chen, Chih-Ming<br>Lan, Shi-Chi
翁榮秀
Weng, Jung-Hsiu
關鍵詞 元宇宙
數位策展
數位科技輔助學習
高中歷史課程
認知風格
學習成效
行為模式
滯後序列分析
二戰拘留歷史
在香港的台灣平民百姓
Metaverse
Digital Curation
Digital Technology-Assisted Learning
High School History Curriculum
Cognitive Style
Learning Effectiveness
Behavior Patterns
Lag Sequence Analysis
World War II Internment History
Taiwanese Civilians In Hong Kong
日期 2023
上傳時間 2-八月-2023 14:28:22 (UTC+8)
摘要 元宇宙是一個融合實體和數位虛擬環境之虛實整合生態系統，具有類似人類實體生活世界之一切可能活動，為下一個世代的網際網路系統。本研究採用的「元宇宙數位策展平台」可以創建具有情境脈絡敘事的數位策展，且具有線上互動機制，可以營造共同觀展之合作學習模式，本研究將其應用於輔助歷史教學，讓學習者以第一人稱之身歷其境方式來進行歷史學習之探究，並探討相較於採用「合作閱讀標註系統」輔以歷史學習，此一學習模式是否有助於提升學習者的歷史學習成效、學習動機、學習滿意度，以及降低外在認知負荷，提升增生認知負荷。此外，也利用行為歷程分析方法，找出元宇宙數位策展有效的觀展行為模式。
本研究採用準實驗研究法，以桃園市某高中一年級一個班級共33名學生為研究對象，並將其中17個學生及16個學生分別隨機分派為使用「元宇宙數位策展平台」及「合作閱讀標註系統」輔以進行「二戰在香港台灣平民百姓被拘留」之歷史學習的實驗組與控制組，探討這兩種學習模式在學習成效、學習動機、認知負荷，以及學習滿意度上是否具有顯著的差異。此外，也進一步探討使用這兩種不同學習模式的不同先備知識與認知風格學習者，在學習成效、學習動機、認知負荷，以及學習滿意度上是否具有顯著的差異。也以半結構式訪談了解學習者使用這兩種不同學習模式輔以歷史學習的想法、感受與建議。最後，本研究採用滯後序列分析進一步探討實驗組學習者於元宇宙數位策展平台之有效觀展行為模式。
研究結果發現，在學習成效上，使用「元宇宙數位策展平台」的學習者在記憶和批判思考的學習成效上顯著優於使用「合作閱讀標註系統」的學習者，並能有效地促進學習者之整體、記憶、理解和批判思考面向的學習成效。此外，對於不同先備知識與認知風格的學習者而言，使用「元宇宙數位策展平台」能有效地促進高先備知識學習者在整體和記憶面向的學習成效，以及低先備知識學習者在整體、記憶、理解和批判思考面向的學習成效；並且有效促進文字型學習者在整體、記憶和批判思考面向的學習成效，以及圖像型學習者在整體、記憶、理解和批判思考面向的學習成效。再則，使用「元宇宙數位策展平台」的整體、不同先備知識或是認知風格學習者的學習動機，皆顯著優於採用「合作閱讀標註系統」的整體、不同先備知識或是認知風格學習者。在認知負荷方面，使用「元宇宙數位策展平台」有助於低先備知識和圖像型學習者產生增生認知負荷。另外，在學習滿意度上，相較於使用「合作閱讀標註系統」輔以歷史學習的整體、不同先備知識或是認知風格學習者，使用「元宇宙數位策展平台」的整體、不同先備知識或是認知風格學習者皆具有較佳的學習滿意度。在觀展行為模式方面，高分組學習者會更仔細一一探索策展中所放置的展覽物件，並多次來回與反覆查看以加深學習印象，以獲得更好的學習表現。
最後基於研究結果，本研究提出元宇宙數位策展輔以歷史教學之實施與改善建議。在未來研究方向上，本研究建議加強「元宇宙數位策展平台」的遊戲和互動功能，並探討其對於學習成效的影響、先備的數位使用經驗對於學習者的學習成效、學習動機、認知負荷與學習滿意度的影響，以及教師在元宇宙數位策展中扮演的角色，並針對學習者在二戰在香港平民百姓被拘留之歷史測驗卷作答的內容進行質性的探討。
整體而言，元宇宙是一個尚在發展中的新概念，目前尚未完全的發展成熟，未來還有很大的發展空間。本研究之研究結果顯示使用「元宇宙數位策展平台」輔以歷史教學，有助於提升學習者的學習表現，對於促進元宇宙結合歷史科學習的教學應用具有貢獻。
The metaverse is an integrated ecosystem that combines physical and digital virtual environments, encompassing all possible activities similar to those in the physical world. It represents the next generation of internet systems. In this study, the “Metaverse Digital Curation Platform” was utilized to create digital curation with storytelling narratives that accompanies online interactive mechanisms with peers to foster a collaborative learning mode in exploring a contextual history exhibition, enabling learners to immerse themselves in a first-person perspective to explore historical events. A comparison was made between this learning mode and the use of a “collaborative reading annotation system” as an assisted tool to history learning. The study aimed to investigate whether this learning mode enhances learners’ historical learning effectiveness, learning motivation, and satisfaction, reduces extraneous cognitive load and enhances germane cognitive load in comparison with “collaborative reading annotation system.” Additionally, behavioral process analysis methods were employed to identify effective exhibition viewing behavior patterns when using the metaverse digital curation platform to support history learning.
This study employed a quasi-experimental research design and selected a class of 33 students from a first-grade high school in Taoyuan City, Taiwan as the research participants. Among them, 17 students were randomly assigned to the experimental group using the “Metaverse Digital Curation Platform,” while the remaining 16 students were assigned to the control group using the “Collaborative Reading Annotation System” to support history learning. The study aimed to investigate whether there were significant differences between these two learning modes in terms of learning effectiveness, learning motivation, cognitive load, and satisfaction in the context of learning about “History of Taiwan Civilians Cooped in Hong Kong in World War II.” Furthermore, the study explored whether there were significant differences in learning effectiveness, learning motivation, cognitive load, and satisfaction based on different prior knowledge and cognitive styles of learners using these two different learning modes. Additionally, this research adopts semi-structured interviews to understand learners’ thoughts, experiences, and suggestions regarding the use of these two learning modes for history learning. Finally, the study utilized Lag Sequential Analysis to further explore effective exhibition viewing behavior patterns of the learners in the experimental group when using the Metaverse Digital Curation Platform to support history learning.
In terms of learning effectiveness, the research found that learners using the “Metaverse Digital Curation Platform” outperformed those using the “Collaborative Reading Annotation System” in memory and critical thinking aspects. Moreover, the “Metaverse Digital Curation Platform” effectively facilitated learners’ overall learning effectiveness and learning effectiveness in their memory, understanding, and critical thinking aspects. Furthermore, for learners with different prior knowledge and cognitive styles, using the “Metaverse Digital Curation Platform” effectively enhanced the overall and memory aspects of learning effectiveness for high prior knowledge learners, as well as the overall, memory, understanding, and critical thinking aspects for low prior knowledge learners. Additionally, it promoted the overall, memory, and critical thinking aspects of learning learning effectiveness for verbal-oriented learners, as well as the overall, memory, understanding, and critical thinking aspects for visual oriented learners. Regarding learning motivation, learners using the “Metaverse Digital Curation Platform,” regardless of their prior knowledge or cognitive styles, exhibited significantly higher motivation levels than those using the “Collaborative Reading Annotation System.” In terms of cognitive load, the use of the “Metaverse Digital Curation Platform” facilitated the generation of germane cognitive load for low prior knowledge and visual-oriented learners. For learning satisfaction, the overall, prior knowledge, and cognitive style learners using the “Metaverse Digital Curation Platform” reported higher satisfaction levels than those using the “Collaborative Reading Annotation System.” In terms of exhibition viewing behavior patterns, high-scoring learners had a more thorough exploration of the digital curation, engaging in multiple revisits and repeated viewings to deepen their learning impressions, thereby achieving better learning effectiveness.
Overall, the metaverse is a developing concept that has not yet reached its full maturity, thus still leaving large room for future improvement. The results of this study shows that using the “Metaverse Digital Curation Platform” as a tool for history education contributes to enhancing learners’ learning effectiveness and has the potential to facilitate the integration of the metaverse into historical learning. This research provides valuable insights into the application of the metaverse in educational contexts and its potential contribution to the field of history education.
參考文獻 一、 中文文獻
吳紹群 (2018)。檔案數位互動展之觀眾滿意度與教育效果研究：以「同安潮新媒體藝術展」為例。圖書與資訊學刊，93，43-74。
教育部 (2019)。「大學入學學科能力測驗」考試說明(社會)。台北市：大考中心。
教育部 (2019)。十二年國民基本教育課程綱要(社會領域)。台北市：國家教育研究院。
教育部 (2021)。十二年國民基本教育課程綱要(總綱)。台北市：國家教育研究院。
教育部 (2022)。高級中等學校科技輔助自主學習計畫。教育部國民及學前教育署高中組、教育部資訊及科技教育司。【線上官網】。取自 https://tsrl.ntust.edu.tw/
教育部 (2022)。數位學習平台＋新興科技工具，打造特色課程，培養孩子自主學習力。未來Family。2022年12月08日，取自：https://futureparenting.cwgv.com.tw/family/content/index/20290
教育部 (2022)。歷史學科—重要學習內涵及學習進程規劃。歷史學科中心。
【線上官網】。取自 https://ghresource.mt.ntnu.edu.tw/nss/p/HistoryGuide02
郭麗明、黎思岑、陳國陞 (2021)。東亞地區人民在二十世紀重大戰爭中的經歷。歷史學科中心。【線上官網】。取自 https://ghresource.mt.ntnu.edu.tw/nss/s/main/p/Resources?cga022_detail=5fe3087c36620d084348843b
項潔、涂豐恩 (2011)。導論――什麼是數位人文。載於項潔(主編)，從保存到創造: 開啟數位人文研究(9-28頁)。台北市：國立台灣大學出版中心。
黃靖斐、陳志銘 (2018)。數位內容策展在大學校史館的協作與應用。圖書與資訊學刊，93，75-106。
葉玉珠 (2002)。高層次思考教學設計的要素分析。中山通識教育學報，創刊號，頁75–101。
藍適齊 (2015)。「帝國」(未盡)的殖民/戰爭責任：二戰後在香港被拘留遣返的台灣平民。載於呂芳上 (主編) ，在戰爭的歷史與記憶：戰後變局與戰爭記憶 (187–222頁)。台北市：國史館。

二、 英文文獻
Adams, W. C. (2015) Conducting Semi-Structured Interviews. In: Wholey, J.S., Harty, H.P. and Newcomer, K.E., Eds., Handbook of Practical Program Evaluation, Jossey-Bass, San Francisco (pp.492-505).
Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in history education: a mobile game in and about medieval Amsterdam. Computers & Education, 52(2), 449–459.
Alwi, A., & McKay, E. (2015). Experiencing museum learning through multimedia instructions. Jurnal Teknologi, 77(29).
Blancas, M., Wierenga, S., Ribbens, K., Rieffe, C., Knoch, H., Billib, S., & Verschure, P. (2021). Active learning in digital heritage: introducing Geo-localisation, VR and AR at Holocaust historical sites. In V. G. Walden (Ed.), Digital Holocaust Memory, Education and Research (pp. 145–176). Cham: Springer International Publishing.
Blazhenkova, O., & Kozhevnikov, M. (2009). The new object-spatial-verbal cognitive style model: theory and measurement. Applied Cognitive Psychology, 23(5), 638–663.
Challenor, J., & Ma, M. (2019). A review of augmented reality applications for history education and heritage visualisation. Multimodal Technologies and Interaction, 3(2), 39.
ChanLin, L. (2001). Formats and prior knowledge on learning in a computer-based lesson. Journal of Computer Assisted Learning, 17(4), 409–419.
Chen, C. M, Chang, C. & Chen, C. Y. (2022). Inquiry-based learning with a digital humanities research platform’s support to facilitate students’ historical investigation performance. Journal of Library and Information Studies, 20(2), 1–28.
Chen, C. M., & Chen, F. Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67–81.
Chen, C. M., Chen, L. C., & Horng, W. J. (2021). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments, 29(5), 848–865.
Chen, C. M., Li, M. C., & Chen, T. C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers & Education, 144, 103697.
Chen, C. M., Li, M. C., & Chen, Y. T. (2022). The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Computers & Education, 179, 104428.
Chen, K. L., Chen, C. M., & Hong, W. J. (2020). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. 2020 9th International Congress on Advanced Applied Informatics (IIAI-AAI), 189–192.
Chen, X., & Choi, J. (2010). Designing online collaborative location-aware platform for history learning. Journal of Educational Technology Development and Exchange (JETDE), 3(1).
Chernbumroong, S., Nadee, W., Jansukpum, K., Puritat, K., & Julrode, P. (2022). The effects of gamified exhibition in a physical and online digital interactive exhibition promoting digital heritage and tourism.TEM Journal,11(4).
Childers, T. L., Houston, M. J., & Heckler, S. E. (1985). Measurement of individual differences in visual versus verbal information processing. Journal of Consumer Research, 12 (2), 125–134.
Choi, H., & Kim, S. (2017). A content service deployment plan for metaverse museum exhibitions—centering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519–1527.
Chou, Y. S., Hou, H. T., Chang, K. E., & Su, C. L. (2021). Designing cognitive-based game mechanisms for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioral patterns. Interactive Learning Environments, 1–18.
Chu, H. C., Yang, K. H., & Chen, J. H. (2015). A time sequence-oriented concept map approach to developing educational computer games for history courses. Interactive Learning Environments, 23(2), 212–229.
Cope, B., & Kalantzis, M. (2000). Multiliteracies: literacy learning and the design of social futures. New York: Routledge.
Corredor, J. (2006). General and domain-specific influence of prior knowledge on setting of goals and content use in museum websites. Computers & Education, 47(2), 207–221.
Craig, K. (2017). Analog tools in digital history classrooms: an activity-theory case study of learning opportunities in digital humanities. International Journal for the Scholarship of Teaching and Learning, 11(1).
Dahan, N. A., Al-Razgan, M., Al-Laith, A., Alsoufi, M. A., Al-Asaly, M. S., & Alfakih, T. (2022). Metaverse framework: a case study on E-Learning Environment (ELEM). Electronics, 11(10), 1616.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Doppen, F. H. (2004). Beginning social studies teachers’ integration of technology in the history classroom. Theory & Research in Social Education, 32(2), 248–279.
Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., & Cai, W. (2021). Metaverse for social good: a university campus prototype. Proceedings of the 29th ACM International Conference on Multimedia, 153–161.
Falk, J. H., & Dierking, L. D. (2016). The Museum Experience Revisited. New York: Routledge.
Garcia M. B. (2020). Augmented reality in history education: an immersive storytelling of American colonisation period in the Philippines. International Journal of Learning Technology. Retrieved from
Hajba, A. M. (2019). ‘It’s a Long Way to Tipperary’: using an estate collection to develop an online presence. Archives and Records, 40(1), 55–72.
Hwang, G. J., & Chien, S. Y. (2022). Definition, roles, and potential research issues of the metaverse in education: an artificial intelligence perspective. Computers and Education: Artificial Intelligence, 100082.
Johnson, A. M., Ozogul, G., & Reisslein, M. (2015). Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31(2), 97–115.
Jovanović, A., & Milosavljević, A. (2022). VoRtex metaverse platform for gamified collaborative learning. Electronics, 11(3), 317.
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review：developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72 (12), 2954–2965.
Kazanidis, I., Palaigeorgiou, Georgios, Chintiadis, Pantelis, & Tsinakos, A. (2018). Á pilot evaluation of a virtual reality educational game for history learning. European Conference on E-Learning, 245–253.
Kim, S. (2018). Virtual exhibitions and communication factors. Museum Management and Curatorship, 33(3), 243–260.
Kim, S., & Hong, S. (2020). How virtual exhibition presentation affects visitor communication and enjoyment: an exploration of 2D versus 3D. The Design Journal, 23(5), 677–696.
Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology, 8, 1997.
Koć-Januchta, M. M., Höffler, T. N., Eckhardt, M., & Leutner, D. (2019). Does modality play a role? visual-verbal cognitive style and multimedia learning. Journal of Computer Assisted Learning, 35(6), 747–757.
Kollöffel, B. (2012). Exploring the relation between visualizer–verbalizer cognitive styles and performance with visual or verbal learning material. Computers & Education, 58, 697–706.
Kozinets, R. V. (2022). Immersive netnography: a novel method for service experience research in virtual reality, augmented reality and metaverse contexts. Journal of Service Management.
Lai, Z., Wu, J., Xing, X., & Wang, B. (2023). A review of virtual display construction methods.Design Studies and Intelligence Engineering, 114-128.
Latulipe, C., & De Jaeger, A. (2022). Comparing student experiences of collaborative learning in synchronous CS1 classes in Gather.Town vs. Zoom. Proceedings of the 53rd ACM Technical Symposium on Computer Science Education (pp. 411–417).
Lee, G. H., Talib, A. Z., Zainon, W. M. N. W., & Lim, C. K. (2014). Learning history using Role-Playing Game (RPG) on mobile platform. In H. Y. Jeong, M. S. Obaidat, N. Y. Yen, & J. J. (Jong H. Park (Eds.), Advances in Computer Science and its Applications (pp. 729–734). Springer , Berlin, Heidelberg.
Lee, H. K., Park, S., & Lee, Y. (2022). A proposal of virtual museum metaverse content for the MZ generation. Digital Creativity, 1–17.
Lee, L. H., Braud, T., Zhou, P., Wang, L., Xu, D., Lin, Z., … Hui, P. (2021). All one needs to know about metaverse: a complete survey on technological singularity, virtual ecosystem, and research agenda. arXiv:2110.05352.
Leng, L. H., Leng, C. H., & Abedalaziz, N. (2013). Using weblog in cooperative learning to improve the achievement of history learning. Malaysian Online Journal of Educational Technology, 1(3), 30–43.
Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058–1072.
Lin, H., & Pryor, M. (2020). A motivational 3D EdTech in online education: digital exhibition space. In International Conference on Blended Learning (pp. 175-186). Springer, Cham.
Liu, P., & Lan, L. (2021). Museum as multisensorial site: story co-making and the affective interrelationship between museum visitors, heritage space, and digital storytelling. Museum Management and Curatorship, 36(4), 403–426.
Lo, J. J., Chang, C. J., Tu, H. H., & Yeh, S. W. (2009). Applying GIS to develop a web-based spatial-person-temporal history educational system. Computers & Education, 53(1), 155–168.
Mayer, R. E. (2002). Multimedia learning. In Psychology of Learning and Motivation (Vol. 41, pp. 85–139). Academic Press.
McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting：a confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60 (1), 48–58.
Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: a systematic review. Computers & Education, 141, 103618.
Mystakidis, S. (2020a). Distance education gamification in social virtual reality: a case study on student engagement. 2020 11th International Conference on Information, Intelligence, Systems and Applications (IISA, 1–6.
Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497.
Nachtigall, V., Yek, S., Lewers, E., Brunnenberg, C., & Rummel, N. (2022). Fostering cognitive strategies for learning with 360° videos in history education contexts. Unterrichtswissenschaft, 50(4), 615–638.
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., … Lonsdale, C. (2022). Multimedia design for learning: an overview of reviews with meta-analysis. Review of Educational Research, 92(3), 413–454.
Oh, H. J., Kim, J., Chang, J. J. C., Park, N., & Lee, S. (2023). Social benefits of living in the metaverse: the relationships among social presence, supportive interaction, social self-efficacy, and feelings of loneliness. Computers in Human Behavior, 139, 107498.
Ovadia, S. (2013). Digital content curation and why it matters to librarians. Publications and Research. Retrieved from https://academicworks.cuny.edu/lg_pubs/12
Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? evidence from eye movements. Computers in Human Behavior, 26(1), 110–117.
Park, B. (2010). Cognitive load theory: historical development and relation to other theories. In R. Moreno (Ed.), Cognitive load theory (pp. 9–28). New York, US: Cambridge University Press.
Park, S., & Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(3), 1361.
Parker, E., & Saker, M. (2020). Art museums and the incorporation of virtual reality: examining the impact of VR on spatial and social norms. Convergence, 26(5–6), 1159–1173.
Parong, J., & Mayer, R. E. (2021). Learning about history in immersive virtual reality: does immersion facilitate learning? Educational Technology Research and Development, 69(3), 1433–1451.
Qurat-ul-Ain, Shahid, F., Aleem, M., Islam, M. A., Iqbal, M. A., & Yousaf, M. M. (2019). A review of technological tools in teaching and learning computer science. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), em1773.
Ray, C. A., & van der Vaart, M. (2013). Towards an integrative approach to interactive museum installations. In 2013 Digital Heritage International Congress (DigitalHeritage) (Vol. 2, pp. 701-704). IEEE..
Recupero, A., Talamo, A., Triberti, S., & Modesti, C. (2019). Bridging museum mission to visitors’ experience: activity, meanings, interactions, technology. Frontiers in Psychology, 10. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02092
Remolar, I., Rebollo, C., & Fernández-Moyano, J. A. (2021). Learning history using virtual and augmented reality. Computers, 10(11), 146.
Retnowati, E., Ayres, P., & Sweller, J. (2018). Collaborative learning effects when students have complete or incomplete knowledge. Applied Cognitive Psychology, 32(6), 681–692.
Riding, R. J., & Sadler-Smith, E. (1997). Cognitive style and learning strategies: some implications for training design. International Journal of Training and Development, 1(3), 199–208.
Riding, R., & Douglas, G. (1993). The effect of cognitive style and mode of presentation on learning performance. British Journal of Educational Psychology, 63(2), 297–307.
Riva, G., & Wiederhold, B. K. (2022). What the metaverse is (really) and why we need to know about it. Cyberpsychology, Behavior, and Social Networking, 25(6), 355–359.
Rospigliosi, P. A. (2022). Metaverse or Simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work. Interactive Learning Environments, 30(1), 1–3.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Sabharwal, A. (2015). Digital history, archives, and curating digital cultural heritage. In Digital Curation in the Digital Humanities (pp. 49–67). Elsevier.
Song, H. S., Kalet, A. L., & Plass, J. L. (2016). Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments. Journal of Computer Assisted Learning, 32(1), 31–50.
Sweller, J. (2011). Cognitive Load Theory. In Psychology of Learning and Motivation (Vol. 55, pp. 37–76). Academic Press.
Urbaneja, M. H. (2019). Online exhibitions and online publications: interrogating the typologies of online resources in art museums. International Journal for Digital Art History, (4), 3-28.
Wang, X., & Jiang, Z. (2021). Research on digital exhibition design of former residence memorial hall based on IPOP theory. 2021 5th International Conference on Computer Science and Artificial Intelligence, 379–387. New York, USA: Association for Computing Machinery.
Yin, J., Goh, T. T., Yang, B., & Xiaobin, Y. (2021). Conversation technology with Micro-Learning：the impact of Chatbot-Based Learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59 (1), 154–177.
描述 碩士
國立政治大學
圖書資訊與檔案學研究所
110155010
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110155010
資料類型 thesis
dc.contributor.advisor 陳志銘<br>藍適齊zh_TW
dc.contributor.advisor Chen, Chih-Ming<br>Lan, Shi-Chien_US
dc.contributor.author (作者) 翁榮秀zh_TW
dc.contributor.author (作者) Weng, Jung-Hsiuen_US
dc.creator (作者) 翁榮秀zh_TW
dc.creator (作者) Weng, Jung-Hsiuen_US
dc.date (日期) 2023en_US
dc.date.accessioned 2-八月-2023 14:28:22 (UTC+8)-
dc.date.available 2-八月-2023 14:28:22 (UTC+8)-
dc.date.issued (上傳時間) 2-八月-2023 14:28:22 (UTC+8)-
dc.identifier (其他 識別碼) G0110155010en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146676-
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) 110155010zh_TW
dc.description.abstract (摘要) 元宇宙是一個融合實體和數位虛擬環境之虛實整合生態系統，具有類似人類實體生活世界之一切可能活動，為下一個世代的網際網路系統。本研究採用的「元宇宙數位策展平台」可以創建具有情境脈絡敘事的數位策展，且具有線上互動機制，可以營造共同觀展之合作學習模式，本研究將其應用於輔助歷史教學，讓學習者以第一人稱之身歷其境方式來進行歷史學習之探究，並探討相較於採用「合作閱讀標註系統」輔以歷史學習，此一學習模式是否有助於提升學習者的歷史學習成效、學習動機、學習滿意度，以及降低外在認知負荷，提升增生認知負荷。此外，也利用行為歷程分析方法，找出元宇宙數位策展有效的觀展行為模式。
本研究採用準實驗研究法，以桃園市某高中一年級一個班級共33名學生為研究對象，並將其中17個學生及16個學生分別隨機分派為使用「元宇宙數位策展平台」及「合作閱讀標註系統」輔以進行「二戰在香港台灣平民百姓被拘留」之歷史學習的實驗組與控制組，探討這兩種學習模式在學習成效、學習動機、認知負荷，以及學習滿意度上是否具有顯著的差異。此外，也進一步探討使用這兩種不同學習模式的不同先備知識與認知風格學習者，在學習成效、學習動機、認知負荷，以及學習滿意度上是否具有顯著的差異。也以半結構式訪談了解學習者使用這兩種不同學習模式輔以歷史學習的想法、感受與建議。最後，本研究採用滯後序列分析進一步探討實驗組學習者於元宇宙數位策展平台之有效觀展行為模式。
研究結果發現，在學習成效上，使用「元宇宙數位策展平台」的學習者在記憶和批判思考的學習成效上顯著優於使用「合作閱讀標註系統」的學習者，並能有效地促進學習者之整體、記憶、理解和批判思考面向的學習成效。此外，對於不同先備知識與認知風格的學習者而言，使用「元宇宙數位策展平台」能有效地促進高先備知識學習者在整體和記憶面向的學習成效，以及低先備知識學習者在整體、記憶、理解和批判思考面向的學習成效；並且有效促進文字型學習者在整體、記憶和批判思考面向的學習成效，以及圖像型學習者在整體、記憶、理解和批判思考面向的學習成效。再則，使用「元宇宙數位策展平台」的整體、不同先備知識或是認知風格學習者的學習動機，皆顯著優於採用「合作閱讀標註系統」的整體、不同先備知識或是認知風格學習者。在認知負荷方面，使用「元宇宙數位策展平台」有助於低先備知識和圖像型學習者產生增生認知負荷。另外，在學習滿意度上，相較於使用「合作閱讀標註系統」輔以歷史學習的整體、不同先備知識或是認知風格學習者，使用「元宇宙數位策展平台」的整體、不同先備知識或是認知風格學習者皆具有較佳的學習滿意度。在觀展行為模式方面，高分組學習者會更仔細一一探索策展中所放置的展覽物件，並多次來回與反覆查看以加深學習印象，以獲得更好的學習表現。
最後基於研究結果，本研究提出元宇宙數位策展輔以歷史教學之實施與改善建議。在未來研究方向上，本研究建議加強「元宇宙數位策展平台」的遊戲和互動功能，並探討其對於學習成效的影響、先備的數位使用經驗對於學習者的學習成效、學習動機、認知負荷與學習滿意度的影響，以及教師在元宇宙數位策展中扮演的角色，並針對學習者在二戰在香港平民百姓被拘留之歷史測驗卷作答的內容進行質性的探討。
整體而言，元宇宙是一個尚在發展中的新概念，目前尚未完全的發展成熟，未來還有很大的發展空間。本研究之研究結果顯示使用「元宇宙數位策展平台」輔以歷史教學，有助於提升學習者的學習表現，對於促進元宇宙結合歷史科學習的教學應用具有貢獻。		zh_TW
dc.description.abstract (摘要) The metaverse is an integrated ecosystem that combines physical and digital virtual environments, encompassing all possible activities similar to those in the physical world. It represents the next generation of internet systems. In this study, the “Metaverse Digital Curation Platform” was utilized to create digital curation with storytelling narratives that accompanies online interactive mechanisms with peers to foster a collaborative learning mode in exploring a contextual history exhibition, enabling learners to immerse themselves in a first-person perspective to explore historical events. A comparison was made between this learning mode and the use of a “collaborative reading annotation system” as an assisted tool to history learning. The study aimed to investigate whether this learning mode enhances learners’ historical learning effectiveness, learning motivation, and satisfaction, reduces extraneous cognitive load and enhances germane cognitive load in comparison with “collaborative reading annotation system.” Additionally, behavioral process analysis methods were employed to identify effective exhibition viewing behavior patterns when using the metaverse digital curation platform to support history learning.
This study employed a quasi-experimental research design and selected a class of 33 students from a first-grade high school in Taoyuan City, Taiwan as the research participants. Among them, 17 students were randomly assigned to the experimental group using the “Metaverse Digital Curation Platform,” while the remaining 16 students were assigned to the control group using the “Collaborative Reading Annotation System” to support history learning. The study aimed to investigate whether there were significant differences between these two learning modes in terms of learning effectiveness, learning motivation, cognitive load, and satisfaction in the context of learning about “History of Taiwan Civilians Cooped in Hong Kong in World War II.” Furthermore, the study explored whether there were significant differences in learning effectiveness, learning motivation, cognitive load, and satisfaction based on different prior knowledge and cognitive styles of learners using these two different learning modes. Additionally, this research adopts semi-structured interviews to understand learners’ thoughts, experiences, and suggestions regarding the use of these two learning modes for history learning. Finally, the study utilized Lag Sequential Analysis to further explore effective exhibition viewing behavior patterns of the learners in the experimental group when using the Metaverse Digital Curation Platform to support history learning.
In terms of learning effectiveness, the research found that learners using the “Metaverse Digital Curation Platform” outperformed those using the “Collaborative Reading Annotation System” in memory and critical thinking aspects. Moreover, the “Metaverse Digital Curation Platform” effectively facilitated learners’ overall learning effectiveness and learning effectiveness in their memory, understanding, and critical thinking aspects. Furthermore, for learners with different prior knowledge and cognitive styles, using the “Metaverse Digital Curation Platform” effectively enhanced the overall and memory aspects of learning effectiveness for high prior knowledge learners, as well as the overall, memory, understanding, and critical thinking aspects for low prior knowledge learners. Additionally, it promoted the overall, memory, and critical thinking aspects of learning learning effectiveness for verbal-oriented learners, as well as the overall, memory, understanding, and critical thinking aspects for visual oriented learners. Regarding learning motivation, learners using the “Metaverse Digital Curation Platform,” regardless of their prior knowledge or cognitive styles, exhibited significantly higher motivation levels than those using the “Collaborative Reading Annotation System.” In terms of cognitive load, the use of the “Metaverse Digital Curation Platform” facilitated the generation of germane cognitive load for low prior knowledge and visual-oriented learners. For learning satisfaction, the overall, prior knowledge, and cognitive style learners using the “Metaverse Digital Curation Platform” reported higher satisfaction levels than those using the “Collaborative Reading Annotation System.” In terms of exhibition viewing behavior patterns, high-scoring learners had a more thorough exploration of the digital curation, engaging in multiple revisits and repeated viewings to deepen their learning impressions, thereby achieving better learning effectiveness.
Overall, the metaverse is a developing concept that has not yet reached its full maturity, thus still leaving large room for future improvement. The results of this study shows that using the “Metaverse Digital Curation Platform” as a tool for history education contributes to enhancing learners’ learning effectiveness and has the potential to facilitate the integration of the metaverse into historical learning. This research provides valuable insights into the application of the metaverse in educational contexts and its potential contribution to the field of history education.		en_US
dc.description.tableofcontents 第一章 緒論 17
第一節 研究背景與動機 17
第二節 研究目的 23
第三節 研究問題 24
第四節 研究範圍與限制 25
第五節 重要名詞解釋 27
第二章 文獻探討 32
第一節 數位科技輔助歷史學習 32
第二節 元宇宙發展現況與數位學習應用 35
第三節 數位策展於數位學習應用與影響數位策展學習成效之因素 40
第三章 研究設計與實施 46
第一節 研究設計與實施 46
第二節 研究方法 50
第三節 研究對象 51
第四節 實驗設計與流程 52
第五節 研究工具 58
第六節 資料處理與分析 80
第七節 研究實施步驟 83
第四章 實驗結果分析 85
第一節 使用兩種不同學習模式的兩組學習者在學習成效、學習動機、認知負荷以及學習滿意度之差異分析 85
第二節 使用兩種不同學習模式的兩組不同先備知識學習者在學習成效、學習動機、認知負荷以及學習滿意度之差異分析 93
第三節 使用兩種不同學習模式的不同認知風格學習者在學習成效、學習動機、認知負荷以及學習滿意度之差異分析 108
第四節 實驗組學習者於元宇宙數位策展平台之觀展行為分析 124
第五節 訪談質性資料分析 165
第六節 綜合討論 172
第五章 結論與建議 187
第一節 結論 187
第二節 元宇宙數位策展輔以歷史學習之實施與改善建議 193
第三節 未來研究方向 195
參考文獻 196
附錄一 二戰在香港平台灣民百姓被拘留之歷史測驗卷 206
附錄二 認知風格量表 209
附錄三 學習動機量表 211
附錄四 認知負荷量表 215
附錄五 學習滿意度問卷 216
附錄六 半結構式訪談大綱 221
附錄七 受試者參與研究同意書 224		zh_TW
dc.format.extent 7625615 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110155010en_US
dc.subject (關鍵詞) 元宇宙zh_TW
dc.subject (關鍵詞) 數位策展zh_TW
dc.subject (關鍵詞) 數位科技輔助學習zh_TW
dc.subject (關鍵詞) 高中歷史課程zh_TW
dc.subject (關鍵詞) 認知風格zh_TW
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) 行為模式zh_TW
dc.subject (關鍵詞) 滯後序列分析zh_TW
dc.subject (關鍵詞) 二戰拘留歷史zh_TW
dc.subject (關鍵詞) 在香港的台灣平民百姓zh_TW
dc.subject (關鍵詞) Metaverseen_US
dc.subject (關鍵詞) Digital Curationen_US
dc.subject (關鍵詞) Digital Technology-Assisted Learningen_US
dc.subject (關鍵詞) High School History Curriculumen_US
dc.subject (關鍵詞) Cognitive Styleen_US
dc.subject (關鍵詞) Learning Effectivenessen_US
dc.subject (關鍵詞) Behavior Patternsen_US
dc.subject (關鍵詞) Lag Sequence Analysisen_US
dc.subject (關鍵詞) World War II Internment Historyen_US
dc.subject (關鍵詞) Taiwanese Civilians In Hong Kongen_US
dc.title (題名) 元宇宙數位策展於歷史學習成效之影響研究—以二戰在香港台灣平民百姓被拘留之歷史為例zh_TW
dc.title (題名) The Effects of Metaverse Digital Curation on History Learning Effectiveness: A Case Study of the History of Taiwan Civilians Cooped in Hong Kong in World War IIen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 一、 中文文獻
吳紹群 (2018)。檔案數位互動展之觀眾滿意度與教育效果研究：以「同安潮新媒體藝術展」為例。圖書與資訊學刊，93，43-74。
教育部 (2019)。「大學入學學科能力測驗」考試說明(社會)。台北市：大考中心。
教育部 (2019)。十二年國民基本教育課程綱要(社會領域)。台北市：國家教育研究院。
教育部 (2021)。十二年國民基本教育課程綱要(總綱)。台北市：國家教育研究院。
教育部 (2022)。高級中等學校科技輔助自主學習計畫。教育部國民及學前教育署高中組、教育部資訊及科技教育司。【線上官網】。取自 https://tsrl.ntust.edu.tw/
教育部 (2022)。數位學習平台＋新興科技工具，打造特色課程，培養孩子自主學習力。未來Family。2022年12月08日，取自：https://futureparenting.cwgv.com.tw/family/content/index/20290
教育部 (2022)。歷史學科—重要學習內涵及學習進程規劃。歷史學科中心。
【線上官網】。取自 https://ghresource.mt.ntnu.edu.tw/nss/p/HistoryGuide02
郭麗明、黎思岑、陳國陞 (2021)。東亞地區人民在二十世紀重大戰爭中的經歷。歷史學科中心。【線上官網】。取自 https://ghresource.mt.ntnu.edu.tw/nss/s/main/p/Resources?cga022_detail=5fe3087c36620d084348843b
項潔、涂豐恩 (2011)。導論――什麼是數位人文。載於項潔(主編)，從保存到創造: 開啟數位人文研究(9-28頁)。台北市：國立台灣大學出版中心。
黃靖斐、陳志銘 (2018)。數位內容策展在大學校史館的協作與應用。圖書與資訊學刊，93，75-106。
葉玉珠 (2002)。高層次思考教學設計的要素分析。中山通識教育學報，創刊號，頁75–101。
藍適齊 (2015)。「帝國」(未盡)的殖民/戰爭責任：二戰後在香港被拘留遣返的台灣平民。載於呂芳上 (主編) ，在戰爭的歷史與記憶：戰後變局與戰爭記憶 (187–222頁)。台北市：國史館。

二、 英文文獻
Adams, W. C. (2015) Conducting Semi-Structured Interviews. In: Wholey, J.S., Harty, H.P. and Newcomer, K.E., Eds., Handbook of Practical Program Evaluation, Jossey-Bass, San Francisco (pp.492-505).
Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in history education: a mobile game in and about medieval Amsterdam. Computers & Education, 52(2), 449–459.
Alwi, A., & McKay, E. (2015). Experiencing museum learning through multimedia instructions. Jurnal Teknologi, 77(29).
Blancas, M., Wierenga, S., Ribbens, K., Rieffe, C., Knoch, H., Billib, S., & Verschure, P. (2021). Active learning in digital heritage: introducing Geo-localisation, VR and AR at Holocaust historical sites. In V. G. Walden (Ed.), Digital Holocaust Memory, Education and Research (pp. 145–176). Cham: Springer International Publishing.
Blazhenkova, O., & Kozhevnikov, M. (2009). The new object-spatial-verbal cognitive style model: theory and measurement. Applied Cognitive Psychology, 23(5), 638–663.
Challenor, J., & Ma, M. (2019). A review of augmented reality applications for history education and heritage visualisation. Multimodal Technologies and Interaction, 3(2), 39.
ChanLin, L. (2001). Formats and prior knowledge on learning in a computer-based lesson. Journal of Computer Assisted Learning, 17(4), 409–419.
Chen, C. M, Chang, C. & Chen, C. Y. (2022). Inquiry-based learning with a digital humanities research platform’s support to facilitate students’ historical investigation performance. Journal of Library and Information Studies, 20(2), 1–28.
Chen, C. M., & Chen, F. Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67–81.
Chen, C. M., Chen, L. C., & Horng, W. J. (2021). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments, 29(5), 848–865.
Chen, C. M., Li, M. C., & Chen, T. C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers & Education, 144, 103697.
Chen, C. M., Li, M. C., & Chen, Y. T. (2022). The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Computers & Education, 179, 104428.
Chen, K. L., Chen, C. M., & Hong, W. J. (2020). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. 2020 9th International Congress on Advanced Applied Informatics (IIAI-AAI), 189–192.
Chen, X., & Choi, J. (2010). Designing online collaborative location-aware platform for history learning. Journal of Educational Technology Development and Exchange (JETDE), 3(1).
Chernbumroong, S., Nadee, W., Jansukpum, K., Puritat, K., & Julrode, P. (2022). The effects of gamified exhibition in a physical and online digital interactive exhibition promoting digital heritage and tourism.TEM Journal,11(4).
Childers, T. L., Houston, M. J., & Heckler, S. E. (1985). Measurement of individual differences in visual versus verbal information processing. Journal of Consumer Research, 12 (2), 125–134.
Choi, H., & Kim, S. (2017). A content service deployment plan for metaverse museum exhibitions—centering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519–1527.
Chou, Y. S., Hou, H. T., Chang, K. E., & Su, C. L. (2021). Designing cognitive-based game mechanisms for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioral patterns. Interactive Learning Environments, 1–18.
Chu, H. C., Yang, K. H., & Chen, J. H. (2015). A time sequence-oriented concept map approach to developing educational computer games for history courses. Interactive Learning Environments, 23(2), 212–229.
Cope, B., & Kalantzis, M. (2000). Multiliteracies: literacy learning and the design of social futures. New York: Routledge.
Corredor, J. (2006). General and domain-specific influence of prior knowledge on setting of goals and content use in museum websites. Computers & Education, 47(2), 207–221.
Craig, K. (2017). Analog tools in digital history classrooms: an activity-theory case study of learning opportunities in digital humanities. International Journal for the Scholarship of Teaching and Learning, 11(1).
Dahan, N. A., Al-Razgan, M., Al-Laith, A., Alsoufi, M. A., Al-Asaly, M. S., & Alfakih, T. (2022). Metaverse framework: a case study on E-Learning Environment (ELEM). Electronics, 11(10), 1616.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Doppen, F. H. (2004). Beginning social studies teachers’ integration of technology in the history classroom. Theory & Research in Social Education, 32(2), 248–279.
Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., & Cai, W. (2021). Metaverse for social good: a university campus prototype. Proceedings of the 29th ACM International Conference on Multimedia, 153–161.
Falk, J. H., & Dierking, L. D. (2016). The Museum Experience Revisited. New York: Routledge.
Garcia M. B. (2020). Augmented reality in history education: an immersive storytelling of American colonisation period in the Philippines. International Journal of Learning Technology. Retrieved from
Hajba, A. M. (2019). ‘It’s a Long Way to Tipperary’: using an estate collection to develop an online presence. Archives and Records, 40(1), 55–72.
Hwang, G. J., & Chien, S. Y. (2022). Definition, roles, and potential research issues of the metaverse in education: an artificial intelligence perspective. Computers and Education: Artificial Intelligence, 100082.
Johnson, A. M., Ozogul, G., & Reisslein, M. (2015). Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31(2), 97–115.
Jovanović, A., & Milosavljević, A. (2022). VoRtex metaverse platform for gamified collaborative learning. Electronics, 11(3), 317.
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review：developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72 (12), 2954–2965.
Kazanidis, I., Palaigeorgiou, Georgios, Chintiadis, Pantelis, & Tsinakos, A. (2018). Á pilot evaluation of a virtual reality educational game for history learning. European Conference on E-Learning, 245–253.
Kim, S. (2018). Virtual exhibitions and communication factors. Museum Management and Curatorship, 33(3), 243–260.
Kim, S., & Hong, S. (2020). How virtual exhibition presentation affects visitor communication and enjoyment: an exploration of 2D versus 3D. The Design Journal, 23(5), 677–696.
Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology, 8, 1997.
Koć-Januchta, M. M., Höffler, T. N., Eckhardt, M., & Leutner, D. (2019). Does modality play a role? visual-verbal cognitive style and multimedia learning. Journal of Computer Assisted Learning, 35(6), 747–757.
Kollöffel, B. (2012). Exploring the relation between visualizer–verbalizer cognitive styles and performance with visual or verbal learning material. Computers & Education, 58, 697–706.
Kozinets, R. V. (2022). Immersive netnography: a novel method for service experience research in virtual reality, augmented reality and metaverse contexts. Journal of Service Management.
Lai, Z., Wu, J., Xing, X., & Wang, B. (2023). A review of virtual display construction methods.Design Studies and Intelligence Engineering, 114-128.
Latulipe, C., & De Jaeger, A. (2022). Comparing student experiences of collaborative learning in synchronous CS1 classes in Gather.Town vs. Zoom. Proceedings of the 53rd ACM Technical Symposium on Computer Science Education (pp. 411–417).
Lee, G. H., Talib, A. Z., Zainon, W. M. N. W., & Lim, C. K. (2014). Learning history using Role-Playing Game (RPG) on mobile platform. In H. Y. Jeong, M. S. Obaidat, N. Y. Yen, & J. J. (Jong H. Park (Eds.), Advances in Computer Science and its Applications (pp. 729–734). Springer , Berlin, Heidelberg.
Lee, H. K., Park, S., & Lee, Y. (2022). A proposal of virtual museum metaverse content for the MZ generation. Digital Creativity, 1–17.
Lee, L. H., Braud, T., Zhou, P., Wang, L., Xu, D., Lin, Z., … Hui, P. (2021). All one needs to know about metaverse: a complete survey on technological singularity, virtual ecosystem, and research agenda. arXiv:2110.05352.
Leng, L. H., Leng, C. H., & Abedalaziz, N. (2013). Using weblog in cooperative learning to improve the achievement of history learning. Malaysian Online Journal of Educational Technology, 1(3), 30–43.
Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058–1072.
Lin, H., & Pryor, M. (2020). A motivational 3D EdTech in online education: digital exhibition space. In International Conference on Blended Learning (pp. 175-186). Springer, Cham.
Liu, P., & Lan, L. (2021). Museum as multisensorial site: story co-making and the affective interrelationship between museum visitors, heritage space, and digital storytelling. Museum Management and Curatorship, 36(4), 403–426.
Lo, J. J., Chang, C. J., Tu, H. H., & Yeh, S. W. (2009). Applying GIS to develop a web-based spatial-person-temporal history educational system. Computers & Education, 53(1), 155–168.
Mayer, R. E. (2002). Multimedia learning. In Psychology of Learning and Motivation (Vol. 41, pp. 85–139). Academic Press.
McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting：a confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60 (1), 48–58.
Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: a systematic review. Computers & Education, 141, 103618.
Mystakidis, S. (2020a). Distance education gamification in social virtual reality: a case study on student engagement. 2020 11th International Conference on Information, Intelligence, Systems and Applications (IISA, 1–6.
Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497.
Nachtigall, V., Yek, S., Lewers, E., Brunnenberg, C., & Rummel, N. (2022). Fostering cognitive strategies for learning with 360° videos in history education contexts. Unterrichtswissenschaft, 50(4), 615–638.
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., … Lonsdale, C. (2022). Multimedia design for learning: an overview of reviews with meta-analysis. Review of Educational Research, 92(3), 413–454.
Oh, H. J., Kim, J., Chang, J. J. C., Park, N., & Lee, S. (2023). Social benefits of living in the metaverse: the relationships among social presence, supportive interaction, social self-efficacy, and feelings of loneliness. Computers in Human Behavior, 139, 107498.
Ovadia, S. (2013). Digital content curation and why it matters to librarians. Publications and Research. Retrieved from https://academicworks.cuny.edu/lg_pubs/12
Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? evidence from eye movements. Computers in Human Behavior, 26(1), 110–117.
Park, B. (2010). Cognitive load theory: historical development and relation to other theories. In R. Moreno (Ed.), Cognitive load theory (pp. 9–28). New York, US: Cambridge University Press.
Park, S., & Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(3), 1361.
Parker, E., & Saker, M. (2020). Art museums and the incorporation of virtual reality: examining the impact of VR on spatial and social norms. Convergence, 26(5–6), 1159–1173.
Parong, J., & Mayer, R. E. (2021). Learning about history in immersive virtual reality: does immersion facilitate learning? Educational Technology Research and Development, 69(3), 1433–1451.
Qurat-ul-Ain, Shahid, F., Aleem, M., Islam, M. A., Iqbal, M. A., & Yousaf, M. M. (2019). A review of technological tools in teaching and learning computer science. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), em1773.
Ray, C. A., & van der Vaart, M. (2013). Towards an integrative approach to interactive museum installations. In 2013 Digital Heritage International Congress (DigitalHeritage) (Vol. 2, pp. 701-704). IEEE..
Recupero, A., Talamo, A., Triberti, S., & Modesti, C. (2019). Bridging museum mission to visitors’ experience: activity, meanings, interactions, technology. Frontiers in Psychology, 10. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02092
Remolar, I., Rebollo, C., & Fernández-Moyano, J. A. (2021). Learning history using virtual and augmented reality. Computers, 10(11), 146.
Retnowati, E., Ayres, P., & Sweller, J. (2018). Collaborative learning effects when students have complete or incomplete knowledge. Applied Cognitive Psychology, 32(6), 681–692.
Riding, R. J., & Sadler-Smith, E. (1997). Cognitive style and learning strategies: some implications for training design. International Journal of Training and Development, 1(3), 199–208.
Riding, R., & Douglas, G. (1993). The effect of cognitive style and mode of presentation on learning performance. British Journal of Educational Psychology, 63(2), 297–307.
Riva, G., & Wiederhold, B. K. (2022). What the metaverse is (really) and why we need to know about it. Cyberpsychology, Behavior, and Social Networking, 25(6), 355–359.
Rospigliosi, P. A. (2022). Metaverse or Simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work. Interactive Learning Environments, 30(1), 1–3.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Sabharwal, A. (2015). Digital history, archives, and curating digital cultural heritage. In Digital Curation in the Digital Humanities (pp. 49–67). Elsevier.
Song, H. S., Kalet, A. L., & Plass, J. L. (2016). Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments. Journal of Computer Assisted Learning, 32(1), 31–50.
Sweller, J. (2011). Cognitive Load Theory. In Psychology of Learning and Motivation (Vol. 55, pp. 37–76). Academic Press.
Urbaneja, M. H. (2019). Online exhibitions and online publications: interrogating the typologies of online resources in art museums. International Journal for Digital Art History, (4), 3-28.
Wang, X., & Jiang, Z. (2021). Research on digital exhibition design of former residence memorial hall based on IPOP theory. 2021 5th International Conference on Computer Science and Artificial Intelligence, 379–387. New York, USA: Association for Computing Machinery.
Yin, J., Goh, T. T., Yang, B., & Xiaobin, Y. (2021). Conversation technology with Micro-Learning：the impact of Chatbot-Based Learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59 (1), 154–177.		zh_TW