Publications-Theses
Article View/Open
Publication Export
-
Google ScholarTM
NCCU Library
Citation Infomation
Related Publications in TAIR
題名 合作探究式學習於元宇宙數位策展之學習成效影響研究 —以二戰在香港台灣平民百姓被拘留之歷史為例
The Effects of Collaborative Inquiry Learning in Metaverse Digital Curation on Learning Effectiveness: A Case Study of the History of the Internment of Taiwanese Civilians in Hong Kong during World War II作者 鄧孟盈
Tang, Mang-Ying貢獻者 陳志銘<br>藍適齊
Chen, Chih-Ming<br>Lan, Shi-Chi
鄧孟盈
Tang, Mang-Ying關鍵詞 元宇宙
數位策展
合作探究學習
角色扮演
歷史學習
學習成效
Metaverse
Digital curation
Collaborative inquiry-based learning
Role-playing
Historical learning
Learning effectiveness日期 2024 上傳時間 4-Sep-2024 13:53:59 (UTC+8) 摘要 本研究採用情境脈絡敘事的方式，結合元宇宙特有的線上互動機制，於「元宇宙數位策展平台」上呈現二戰期間在香港台灣平民百姓被拘留歷史事件經過的數位策展，營造一個可以基於共同或者個人進行觀展學習的元宇宙虛擬環境。本研究在此一元宇宙數位策展基礎上加入合作探究式學習和角色扮演的學習機制設計，並將其應用於輔助歷史教學，讓學習者與同儕一起以身歷其境的方式來進行歷史之合作探究式學習，並探討相較於以個人探究式模式使用「元宇宙數位策展平台」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，以及學習滿意度。 本研究採用真實驗研究法，以臺北市某大學共12名學生為研究對象，並將其中各6個學生隨機分派為以小組合作探究模式與個人探究模式使用「元宇宙數位策展平台」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，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。 研究結果發現，以小組合作探究模式與個人探究模式使用「元宇宙數位策展平台」的學習者在整體、理解和批判思考的學習成效上不具有顯著差異，但以小組合作探究模式使用「元宇宙數位策展平台」的學習者能有效地促進學習者之整體、理解和批判思考面向的學習成效，但是以個人探究模式使用「元宇宙數位策展平台」的學習者則不具有整體、理解和批判思考面向的顯著學習成效。此外，在學習動機和學習滿意度上，以小組合作探究模式與個人探究模式使用「元宇宙數位策展平台」的學習者皆不具有顯著差異。 最後基於本研究之研究結果，本研究提出以小組合作探究模式使用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，本研究建議加入合作學習的前置破冰階段並探討其對於學習成效的影響、加入非玩家角色互動提問功能並探討其對於學習成效的影響、設置更強的合作共同目標並探討其對於學習成效的影響，以及探討教師在元宇宙數位策展輔助合作探究學習中扮演的角色，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分析。 整體而言，運用元宇宙數位策展輔以進行合作探究式學習是一個新的研究方向，本研究之研究結果顯示以小組合作探究模式使用「元宇宙數位策展平台」輔以歷史教學，需要更多嚴謹的合作學習機制設計，方可有效促進元宇宙於合作探究學習之學習成效。
The “Metaverse Digital Curatorial Platform” used in this study can present the historical events in the form of contextual narrative, and combined with the online interactive mechanism of the Metaverse, it is a good environment for coolaborative inquiry-based learning by observing the exhibition together. Based on this, this study adds the design of coolaborative inquiry-based learning and role-playing, and applies it to supplement the teaching of history to enable learners and their peers to engage in collaborative inquiry-based learning of history in an immersive way. The study aimed to investigate whether this learning mode enhances learners’ historical learning effectiveness, learning motivation, and satisfaction in comparison with using the “Metaverse Digital Curatorial Platform” to supplement the learning of history in the individual inquiry-based learning mode. This study employed a true-experimental research design and selected 12 students from a university in Taipei City, Taiwan as the research participants. Among them, 6 students were randomly assigned to the experimental group using the “Metaverse Digital Curation Platform” to support history learning in the collaborative inquiry-based mode, while the remaining 6 students were assigned to the control group using the “Metaverse Digital Curation Platform” to support history learning in the individual inquiry-based learning mode. The two modes of learning were investigated to see if there were any significant differences in terms of learning effectiveness, motivation and satisfaction. Semi-structured interviews were also conducted to understand the learners’ thoughts, feelings and suggestions on the use of these two different learning modes to supplement history learning. It was found that there was no significant difference in the learning effectiveness of overall, comprehension and critical thinking between the learners who used the “Metaverse Digital Curation Platform” in the collaborative inquiry-based learning mode and the individual inquiry-based learning mode. However, the learners who used the “Metaverse Digital Curation Platform” in the collaboration inquiry-based learning mode were able to effectively promote the learning effectiveness of overall, comprehension and critical thinking of the learners while the learners who used the “Metaverse Digital Curation Platform” in the individual inquiry-based learning mode were unable to effectively promote the learning effectiveness of overall, comprehension and critical thinking of the learners. In addition, there was no significant difference in learning motivation and satisfaction between learners using the “Metaverse Digital Curation Platform” in the collaborative inquiry-based learning mode and the individual inquiry-based learning mode. Based on the results of the study, this study proposes the implementation and improvement of using Metaverse digital curation to supplement history learning in a collaborative inquiry-based learning mode. In terms of future research directions, this study proposes to incorporate a pre ice-breaking stage of collaborative learning and explore its impact on learning effectiveness, to incorporate a non-player character interactive questioning function and explore its impact on learning effectiveness, to set stronger collaborative goals and explore its impact on learning effectiveness, to explore the role of the teacher assisted collaborative inquiry learning in a Metaverse digital curation, and to explore the content of learners’ answers to the history quiz on the internment of civilians in Hong Kong during World War II. Overall, collaborative inquiry-based learning with Metaverse digital curation is a relatively new research direction. The findings of this study suggest that the use of the “Metaverse Digital Curatorial Platform” in a collaborative inquiry-based learning mode to supplement history teaching requires a more rigorous framework and design of collaborative learning to facilitate learning effectiveness. This research provides valuable insights into the application of the metaverse digital curation in collaborative inquiry-based learning.參考文獻 吳紹群. (2018). 科技元素應用於博物館館校合作活動之研究: 以線上影音, 虛擬實境以及 3D 列印之整合運用為例. 博物館學季刊, 32(1), 85-111. 周漢光. (1996). 角色扮演在中文教學上的應用. 教育學報, 24(2), 121-137 邱廣興. (2003). 探究教學在資訊融入自然學習領域之研究. 國立嘉義大學教育科技研究所碩士論文.(未出版) 翁榮秀（2023）。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〔未出版之碩士論文〕。國立政治大學圖書資訊與檔案學研究所。 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)。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/ 梁進龍. (2022). 角色扮演教學法與手機 APP 互動工具對合作學習成效影響之研究. 教育部教學實踐研究計畫成果報告 黃政傑, & 林佩璇. (2013). 合作學習. 台灣五南圖書出版股份有限公司. 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。 廖振凱, 陳志銘, & 廖振凱. (2020). 發展 [合作共筆視覺化互動網絡分析系統] 促進線上合作編輯成效. 政治大學圖書資訊與檔案學研究所學位論文, 2020, 1-98. 趙彥凱. (2019). 初探科學桌上遊戲角色扮演對於學習成效的影響-以水資源調適議題為例. 臺灣師範大學科學教育研究所學位論文, 2019, 1-51. 簡妙娟（2000）。高中公民科合作學習教學實驗之研究。﹝博士論文。國立高雄師範大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/7e8d2h。 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。 Abdi, A. (2014). The effect of inquiry-based learning method on students' academic achievement in science course. Universal journal of educational Research, 2(1), 37-41. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14. 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). Alwi, A., & McKay, E. (2015). Experiencing museum learning through multimedia instructions. Jurnal Teknologi, 77(29). Andrini, V. S. (2016). The Effectiveness of Inquiry Learning Method to Enhance Students' Learning Outcome: A Theoritical and Empirical Review. Journal of Education and Practice, 7(3), 38-42. Arnold, J. C., Kremer, K., & Mayer, J. (2014). Understanding Students' Experiments—What kind of support do they need in inquiry tasks?. International Journal of Science Education, 36(16), 2719-2749. Atkin, J. M., & Karplus, R. (1962). Discovery or invention?. The science teacher, 29(5), 45-51. Avsec, S., & Kocijancic, S. (2014). The effect of the use of an inquiry-based approach in an open learning middle school hydraulic turbine optimisation course. World Transactions on Engineering and Technology Education, 12(3), 329-337. Bae, K. W. (2010). Mirror world through mobile, real space interworking service design. Graduate School of Ajou University, 2. Bailenson, J. (2018). Experience on demand: What virtual reality is, how it works, and what it can do. WW Norton & Company. Banakou, D., Kishore, S., & Slater, M. (2018). Virtually being Einstein results in an improvement in cognitive task performance and a decrease in age bias. Frontiers in psychology, 9, 368309. Barlow, D. L. (1985). Educational psychology: The teaching-learning process. (No Title). Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational psychologist, 48(4), 243-270. Bennett, J., Hogarth, S., Lubben, F., Campbell, B., & Robinson, A. (2010). Talking science: The research evidence on the use of small group discussions in science teaching. International Journal of Science Education, 32(1), 69-95. Bertrand, P., Guegan, J., Robieux, L., McCall, C. A., & Zenasni, F. (2018). Learning empathy through virtual reality: multiple strategies for training empathy-related abilities using body ownership illusions in embodied virtual reality. Frontiers in Robotics and AI, 5, 326671. Boboc, R. G., Băutu, E., Gîrbacia, F., Popovici, N., & Popovici, D. M. (2022). Augmented reality in cultural heritage: an overview of the last decade of applications. Applied Sciences, 12(19), 9859. Boboc, R. G., Duguleană, M., Voinea, G. D., Postelnicu, C. C., Popovici, D. M., & Carrozzino, M. (2019). Mobile augmented reality for cultural heritage: Following the footsteps of Ovid among different locations in Europe. Sustainability, 11(4), 1167. Bybee, R. W., & Landes, N. M. (1988). The science-technology-society (STS) theme in elementary school science. Bulletin of Science, Technology & Society, 8(6), 573-579. Cao, K., & Huang, M. (2023). Research on the integration and application of digital technology in the exhibition design of university history museum. Journal of Education, Humanities and Social Sciences, 14, 24-35. Carrozzino, M., & Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of cultural heritage, 11(4), 452-458. Cecotti, H. (2022, September). Cultural heritage in fully immersive virtual reality. In Virtual Worlds (Vol. 1, No. 1, pp. 82-102). MDPI. Cereijo, M. V. P. (2006, October). Attitude as predictor of success in online training. In International Journal on E-learning (Vol. 5, No. 4, pp. 623-639). Association for the Advancement of Computing in Education (AACE). Česálková, L., & Hrůzová, A. (2023). Visual Culture and Hybrid Practices in Digital Public History: Contextualizing the" Frames of Reconstruction" online exhibition. Moderní dějiny. Časopis pro dějiny 19. a 20. století, 31(2). Challenor, J., & Ma, M. (2019). A review of augmented reality applications for history education and heritage visualisation. Multimodal Technologies and Interaction, 3(2), 39. Chang, K. E., Chen, Y. L., Lin, H. Y., & Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers & Education, 51(4), 1486-1498. Chen Z, Yang XB, Guo LR, & Cao HL. (2017). Design of interactive virtual museum roaming system based on point cloud and 3D model. Research and Exploration in Laboratory, 36(5): 84-87. 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, 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. Y., & Lu, L. S. (2015). An Analysis on the Differences in Visitor Behaviors between Traditional and Digital Exhibitions–Taking Kaohsiung Museum of Shadow Puppet for Example. The Asian Conference on Arts & Humanities Chen, H. L., & Wu, C. T. (2023). A digital role-playing game for learning: Effects on critical thinking and motivation. Interactive Learning Environments, 31(5), 3018-3030 Chen, H. X., & Sun, Y. (2023). Applying War Heritage in the National World War II History Course for College Students in China: An Exploration of Digitization Strategies. Sustainability, 15(3), 2417. Chen, X., & Choi, J. (2010). Designing online collaborative location-aware platform for history learning. Journal of Educational Technology Development and Exchange (JETDE), 3(1). Chen, X., Zou, D., Xie, H., & Wang, F. L. (2023). Metaverse in education: contributors, cooperations, and research themes. IEEE Transactions on Learning Technologies. Cheng, K. H., & Tsai, C. C. (2019). A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher-student interaction behaviors. Computers & Education, 140, 103600. 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. Clapper, T. C. (2010). Role play and simulation. The Education Digest, 75(8), 39 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. Dal Falco, F., & Vassos, S. (2017). Museum experience design: A modern storytelling methodology. The Design Journal, 20(sup1), S3975-S3983. Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments?. British journal of educational technology, 41(1), 10-32. Demitriadou, E., Stavroulia, K. E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and information technologies, 25(1), 381-401. Denson, N., & Zhang, S. (2010). The impact of student experiences with diversity on developing graduate attributes. Studies in higher education, 35(5), 529-543. Erawati, N. K. (2020, January). Mathematics learning outcomes based on gender in the inquiry learning model. In 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019) (pp. 264-269). Atlantis Press. Erturk, E. (2015). Role play as a teaching strategy. In National Tertiary Learning and Teaching Conference. Ganino, G. (2022). Insegnare e apprendere con le tecnologie. PensaMultimedia, Lecce. Gillies, R. M., & Ashman, A. F. (1997). The effects of training in cooperative learning on differential student behavior and achievement. The Journal of Classroom Interaction, 1-10. Gresalfi, M. S., Barnes, J., & Cross, D. (2012). When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology. Educational Studies in Mathematics, 80, 249-267. Guan, J. Q., Wang, X. F., Wang, W. Z., Zhu, J., & Hwang, G. J. (2022). Creating in the metaverse: An SSRL‐based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behaviours. Journal of Computer Assisted Learning.11(3), 317 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. Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education, 20(3), 100657. He, Y., Peng, N., Li, W., & Tai, Y. (2023). Digital Exhibition Enhance Value Interpretation and Community Sharing: Practices of Beijing Central Axis. ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 115-123. Hee Lee, J., & Shvetsova, O. A. (2019). The impact of VR application on student’s competency development: A comparative study of regular and VR engineering classes with similar competency scopes. Sustainability, 11(8), 2221. Hilke, E. V. (1990). Cooperative learning (No. 299). Phi Delta Kappa Educational Foundation. Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459-1468. Hou, H. T., Chang, K. E., & Sung, Y. T. (2007). An analysis of peer assessment online discussions within a course that uses project-based learning. Interactive learning environments, 15(3), 237-251. Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Journal of Educational Technology & Society, 11(1), 17-28. Hou, Y. (2019). Gender Difference in Language Learning with Technology. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing Learning Experiences. HCII 2019. Lecture Notes in Computer Science, vol 11590. Springer, Cham. https://doi.org/10.1007/978-3-030-21814-0_19 Hutson, J., & Hutson, P. (2023). Museums and the metaverse: Emerging technologies to promote inclusivity and engagement. Ibrahim, I. (2007). Biology Expression: An Inquiry Approach: O Level, Special, Express. Panpac Education Pte Ltd. Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented reality and virtual reality for learning: An examination using an extended technology acceptance model. IEEE access, 9, 6798-6809. Jiang, Q., Chen, J., Wu, Y., Gu, C., & Sun, J. (2022). A study of factors influencing the continuance intention to the usage of augmented reality in museums. Systems, 10(3), 73. 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. Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Prentice-Hall, Inc. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Jong, B. S., Lai, C. H., Hsia, Y. T., Lin, T. W., & Lu, C. Y. (2012). Using game-based cooperative learning to improve learning motivation: A study of online game use in an operating systems course. IEEE Transactions on Education, 56(2), 183-190. Jovanović, A., & Milosavljević, A. (2022). VoRtex metaverse platform for gamified collaborative learning. Electronics, 11(3), 317. Kagan, J. (1972). Motives and development. Journal of personality and social psychology, 22(1), 51. Kalkowski, P. (1988). Communication in Cooperative Learning Groups. 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. Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of personality and social psychology, 65(4), 681. Kerr, N. L. (1983). Motivation losses in small groups: A social dilemma analysis. Journal of personality and social psychology, 45(4), 819. Khosa, D. K., & Volet, S. E. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students’ conceptual understanding?. Metacognition and Learning, 9, 287-307. 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. Koksal, E. A., & Berberoglu, G. (2014). The effect of guided-inquiry instruction on 6th grade Turkish students' achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66-78. Kostarigka, E. (2010). Learning history in and outside the classroom: how the interaction between museums and primary schools constructs understandings of history. Cardiff University (United Kingdom). Kwon, C. (2019). Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Reality, 23(1), 101-118. Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of educational evaluation for health professions, 18. Lailatusysyarifah, L. (2019, July). Virtual Exhibition as Learning Media in Landeskunde Teaching for German as a Foreign Language. In Proceedings of the 3rd International Conference on Education and Multimedia Technology (pp. 273-277). Laoli, A., Waruwu, E., Ndraha, A. B., & Zebua, D. I. (2023). Gender Differences in College Students' Achievement in Teaching English as a Foreign Language Using Inquiry-Based Learning. Journal of Education and E-Learning Research, 10(4), 666-673. Larson Jr, J. R. (2013). In search of synergy in small group performance. Psychology Press. 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). Latulipe, C., & Turnbull Tillman, D. (2022, June). Curating interactive art for online Conferences: Artist, curator and technologist experiences in gather. town. In Proceedings of the 14th Conference on Creativity and Cognition (pp. 380-391).Lee, J. (2022). A study on the intention and experience of using the metaverse. Jahr: Europski časopis za bioetiku, 13(1), 177-192. Laursen, S., Hassi, M. L., Kogan, M., Hunter, A. B., & Weston, T. (2011). Evaluation of the IBL mathematics project: Student and instructor outcomes of inquiry-based learning in college mathematics. Colorado University. Lee P. J., Ashby R. (2000). Progression in historical understanding among students age 7-14. In Stearns P.N., Seixas P., Wineburg S. (Eds.), Knowing, teaching, and learning history (pp. 199-222). New York: New York University Press. Lee, J. (2022). A study on the intention and experience of using the metaverse. Jahr: Europski časopis za bioetiku, 13(1), 177-192. 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 preprint arXiv:2110.05352. Lee, N., & Jo, M. (2023). Exploring problem-based learning curricula in the metaverse: The hospitality students' perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 100427. Leong, C. K., & Chennupati, K. R. (2008). An Overview of Online Exhibitions. DESIDOC Journal of Library and Information Technology, 28(4). Li, L.-Y. (2019). Effect of prior knowledge on attitudes, behavior, and learning performance in video lecture viewing. International Journal of Human–Computer Interaction, 35(4–5), 415–426. doi:10.1080/10447318.2018.1543086 Li, M., & Yu, Z. (2023). A systematic review on the metaverse-based blended English learning. Frontiers in Psychology, 13, 1087508. Li, W., & Abidin, S. (2023, June). Understanding online-merge-offline teaching mode based on metaverse. In Proceedings of the 2nd International Conference on Internet Technology and Educational Informatization, ITEI 2022, December 23-25, 2022, Harbin, China. Lin, G., & He, Y. (2023). Exploration and application research on new exhibition models in the digital era. Frontiers in Business, Economics and Management, 9(2), 256-261. Lin, H., & Pryor, M. (2020). A motivational 3D edtech in online education: digital exhibition space. In Blended Learning. Education in a Smart Learning Environment: 13th International Conference, ICBL 2020, Bangkok, Thailand, August 24–27, 2020, Proceedings 13 (pp. 175-186). Springer International Publishing. MacCallum, K., & Parsons, D. (2019, September). Teacher perspectives on mobile augmented reality: The potential of metaverse for learning. In World Conference on Mobile and Contextual Learning (pp. 21-28). Mason, M. (2018). Design-driven innovation for museum entrances. In Museum thresholds (pp. 58-77). Routledge. Mason, M. (2020). The elements of visitor experience in post-digital museum design. Design Principles and Practices, 14(1), 1-14. Mason, M., & Vavoula, G. (2021). Digital cultural heritage design practice: a conceptual framework. The Design Journal, 24(3), 405-424. Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of educational psychology, 95(4), 833. 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. McKenzie, J. (2007). Digital nativism, digital delusions, and digital deprivation. From now on, 17(2). McNeill, K. L., & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(1), 53-78. McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. School science review, 82(298), 73-82. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496. MOHSEN, H., TOHME, M., & NASHI, R. (2023). FROM PASSIVE TO IMMERSIVE: METAVERSE AS A PEDAGOGICAL APPROACH IN HISTORY CLASS-PRESENTING A CONSTANT REMINDER OF HISTORICAL REMNANTS AND A CUSTOMIZABLE REALITY FOR FUTURE PREFERENCES; BEIRUT AS A CASE STUDY. Architecture and Planning Journal (APJ), 28(3), 38. Myers, T., Blackman, A., Andersen, T., Hay, R., Lee, I., & Gray, H. (2014). Cultivating ICT students' interpersonal soft skills in online learning environments using traditional active learning techniques. Journal of Learning Design, 7, 38-53. 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. Nalbant, K. G. (2021). The importance of artificial intelligence in education: a short review. Journal of Review in science and engineering, 2021, 1-15. Narin, N. G. (2021). A content analysis of the metaverse articles. Journal of Metaverse, 1(1), 17-24. Not, E., Cavada, D., Maule, S., Pisetti, A., & Venturini, A. (2019). Digital augmentation of historical objects through tangible interaction. Journal on Computing and Cultural Heritage (JOCCH), 12(3), 1-19. Nurwanti, N., Asrifan, A., & Haedar, H. (2019). THE APPLICATION OF COOPERATIVE LEARNING: JIGSAW II TECHNIQUE IN IMPROVING STUDENTS’READING COMPREHENSION OF EXPOSITORY TEXT. Journal of Advanced English Studies, 2(1), 31-40. 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. Okanovic, V., Ivkovic-Kihic, I., Boskovic, D., Mijatovic, B., Prazina, I., Skaljo, E., & Rizvic, S. (2022). Interaction in extended reality applications for cultural heritage. Applied Sciences, 12(3), 1241. Onu, P., Pradhan, A., & Mbohwa, C. (2023). Potential to use metaverse for future teaching and learning. Education and Information Technologies, 1-32. Ovadia, S. (2013). Digital content curation and why it matters to librarians. Publications and Research. Retrieved from https://academicworks.cuny.edu/lg_pubs/12 Paliokas, I., Patenidis, A. T., Mitsopoulou, E. E., Tsita, C., Pehlivanides, G., Karyati, E., ... & Tzovaras, D. (2020). A gamified augmented reality application for digital heritage and tourism. Applied Sciences, 10(21), 7868. Park, S., & Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(3), 1361. Pazzaglia, & Moè, A. (2013). Cognitive styles and mental rotation ability in map learning. Cognitive Processing, 14(4), 391–399. https://doi.org/10.1007/s10339-013-0572-2 Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, T. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9, 81–95. Pohl, M., Wallner, G., & Kriglstein, S. (2016). Using lag-sequential analysis for understanding interaction sequences in visualizations. International Journal of Human-Computer Studies, 96, 54-66. Popovici, D. M., Iordache, D., Comes, R., Neamțu, C. G. D., & Băutu, E. (2022). Interactive exploration of virtual heritage by means of natural gestures. Applied Sciences, 12(9), 4452. Reisman A. (2012). Reading like a historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86-112. Crossref. ISI. Reisoğlu, I., Topu, B., Yılmaz, R., Karakuş Yılmaz, T., & Göktaş, Y. (2017). 3D virtual learning environments in education: A meta-review. Asia Pacific Education Review, 18, 81-100. Ryffel, M., Zünd, F., Aksoy, Y., Marra, A., Nitti, M., Aydın, T. O., & Sumner, B. (2017). AR Museum: A mobile augmented reality application for interactive painting recoloring. ACM Transactions on Graphics (TOG), 36(2), 19. Sabharwal, A. (2015). Digital history, archives, and curating digital cultural heritage. In Digital Curation in the Digital Humanities (pp. 49–67). Elsevier. Sagala, S. (2009). Administrasi pendidikan kontemporer. Sanjaya, W. (2006). Strategi Pembelajaran Berbasis Standar Proses Pendidikan. Jakarta: Kencana Prenada Media. Semper, R., & Spasojevic, M. (2002). The Electronic Guidebook: Using Portable Devices and a Wireless Web-Based Network to Extend the Museum Experience. Seo, S. E. (2008). Metaverse development trend and development prospect research. IJournal of The Korean Society for Computer Game (KSCG), 12, 15-23. Sharan, S., & Shachar, H. (2012). Language and learning in the cooperative classroom. Springer Science & Business Media. Sharan, Y., & Sharan, S. (1992). Expanding cooperative learning through group investigation (Vol. 1234). New York: Teachers College Press. Slater, M., & Sanchez-Vives, M. V. (2016). Enhancing our lives with immersive virtual reality. Frontiers in Robotics and AI, 3, 74. Slavin, R. E. (1985). Cooperative learning: Applying contact theory in desegregated schools. Journal of Social Issues, 41(3), 45-62. Smart, J., Cascio, J., & Paffendorf, J. (2007). Metaverse roadmap: A cross-industry public foresight project. Soewarso.(2000). Cara-cara Penyampaian Pendidikan Sejarah Untuk Membangkitkan Minat Peserta Didik Mempelajari Bangsanya. DEPDIKNAS. Stashevsky, S., & Levy, S. (2014). The effects of teamwork quality on team objective and subjective outcomes. Values in Shock: The role of contrasting management, economic, and religious paradigms in the workplace, 44-51. Steinberg, E. R. (1989). Cognition and learner control: A literature review, 1977-1988. Journal of computer-based instruction, 16(4), 117-21. Suh, W., & Ahn, S. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of intelligence, 10(1), 17. Summers, M., & Volet, S. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25, 473-492. Sumption, K. (2001). " Beyond Museum Walls"--A Critical Analysis of Emerging Approaches to Museum Web-Based Education Sund, R. B., & Trowbridge, L. W. (1967). Teaching science by inquiry in the secondary school. (No Title). Sylaiou, S., Mania, K., Paliokas, I., Pujol-Tost, L., Killintzis, V., & Liarokapis, F. (2017). Exploring the educational impact of diverse technologies in online virtual museums. International Journal of Arts and Technology, 10(1), 58-84. Trianto, S. P., & Pd, M. (2007). Model-model pembelajaran inovatif berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka. Trunfio, M., Jung, T., & Campana, S. (2022). Mixed reality experiences in museums: Exploring the impact of functional elements of the devices on visitors’ immersive experiences and post-experience behaviours. Information & Management, 59(8), 103698. 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. Van Blankenstein, F. M., Dolmans, D. H. J. M., Van der Vleuten, C. P. M., & Schmidt, H. G. (2013). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement. Instructional Science, 41(4), 729–744. doi:10.1007/s11251-012-9252-3 van Drie J., van Boxtel C. (2008). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87-110. Crossref. ISI. Voet, M., & Wever, B. D. (2017). History teachers’ knowledge of inquiry methods: An analysis of cognitive processes used during a historical inquiry. Journal of Teacher Education, 68(3), 312-329. Wang, J., Hu, X., & Xi, J. (2012). Cooperative learning with role play in Chinese pharmacology education. Indian Journal of Pharmacology, 44(2), 253-256. 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. Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H., & Shen, X. (2022). A survey on metaverse: Fundamentals, security, and privacy. IEEE Communications Surveys & Tutorials, 25(1), 319-352. Watson, S. B., & Marshall, J. E. (1995). Effects of cooperative incentives and heterogeneous arrangement on achievement and interaction of cooperative learning groups in a college life science course. Journal of Research in Science Teaching, 32(3), 291-299. Wenchao, Z., Lei, Y., & Ruowan, Y. (2022). From Gameplaying learning to learning Metaverse: A new framework and practical essentials of immersive learning. Distance Education Journal, 4, 3-13. Wiley J., Voss J. F. (1996). The effects of “playing historian” on learning in history. Applied Cognitive Psychology, 10(7), 63-72. Crossref. Woods-McConney, A., Wosnitza, M., & Sturrock, K. L. (2016). Inquiry and groups: Student interactions in cooperative inquiry-based science. International Journal of Science Education, 38(5), 842-860. Yang, Q., Zhao, Y., Huang, H., Xiong, Z., Kang, J., & Zheng, Z. (2022). Fusing blockchain and AI with metaverse: A survey. IEEE Open Journal of the Computer Society, 3, 122-136. Yildirim, S. (2018). The Effect of Educational Videos Used in History Education on Academic Success. Journal of Education and e-Learning Research, 5(3), 193-207. 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. Yücel, Ü. A., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 97, 31-48. 描述 碩士
國立政治大學
圖書資訊與檔案學研究所
109155025資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109155025 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-Chi en_US dc.contributor.author (Authors) 鄧孟盈 zh_TW dc.contributor.author (Authors) Tang, Mang-Ying en_US dc.creator (作者) 鄧孟盈 zh_TW dc.creator (作者) Tang, Mang-Ying en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-Sep-2024 13:53:59 (UTC+8) - dc.date.available 4-Sep-2024 13:53:59 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2024 13:53:59 (UTC+8) - dc.identifier (Other Identifiers) G0109155025 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153118 - 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) 109155025 zh_TW dc.description.abstract (摘要) 本研究採用情境脈絡敘事的方式，結合元宇宙特有的線上互動機制，於「元宇宙數位策展平台」上呈現二戰期間在香港台灣平民百姓被拘留歷史事件經過的數位策展，營造一個可以基於共同或者個人進行觀展學習的元宇宙虛擬環境。本研究在此一元宇宙數位策展基礎上加入合作探究式學習和角色扮演的學習機制設計，並將其應用於輔助歷史教學，讓學習者與同儕一起以身歷其境的方式來進行歷史之合作探究式學習，並探討相較於以個人探究式模式使用「元宇宙數位策展平台」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，以及學習滿意度。 本研究採用真實驗研究法，以臺北市某大學共12名學生為研究對象，並將其中各6個學生隨機分派為以小組合作探究模式與個人探究模式使用「元宇宙數位策展平台」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，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。 研究結果發現，以小組合作探究模式與個人探究模式使用「元宇宙數位策展平台」的學習者在整體、理解和批判思考的學習成效上不具有顯著差異，但以小組合作探究模式使用「元宇宙數位策展平台」的學習者能有效地促進學習者之整體、理解和批判思考面向的學習成效，但是以個人探究模式使用「元宇宙數位策展平台」的學習者則不具有整體、理解和批判思考面向的顯著學習成效。此外，在學習動機和學習滿意度上，以小組合作探究模式與個人探究模式使用「元宇宙數位策展平台」的學習者皆不具有顯著差異。 最後基於本研究之研究結果，本研究提出以小組合作探究模式使用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，本研究建議加入合作學習的前置破冰階段並探討其對於學習成效的影響、加入非玩家角色互動提問功能並探討其對於學習成效的影響、設置更強的合作共同目標並探討其對於學習成效的影響，以及探討教師在元宇宙數位策展輔助合作探究學習中扮演的角色，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分析。 整體而言，運用元宇宙數位策展輔以進行合作探究式學習是一個新的研究方向，本研究之研究結果顯示以小組合作探究模式使用「元宇宙數位策展平台」輔以歷史教學，需要更多嚴謹的合作學習機制設計，方可有效促進元宇宙於合作探究學習之學習成效。 zh_TW dc.description.abstract (摘要) The “Metaverse Digital Curatorial Platform” used in this study can present the historical events in the form of contextual narrative, and combined with the online interactive mechanism of the Metaverse, it is a good environment for coolaborative inquiry-based learning by observing the exhibition together. Based on this, this study adds the design of coolaborative inquiry-based learning and role-playing, and applies it to supplement the teaching of history to enable learners and their peers to engage in collaborative inquiry-based learning of history in an immersive way. The study aimed to investigate whether this learning mode enhances learners’ historical learning effectiveness, learning motivation, and satisfaction in comparison with using the “Metaverse Digital Curatorial Platform” to supplement the learning of history in the individual inquiry-based learning mode. This study employed a true-experimental research design and selected 12 students from a university in Taipei City, Taiwan as the research participants. Among them, 6 students were randomly assigned to the experimental group using the “Metaverse Digital Curation Platform” to support history learning in the collaborative inquiry-based mode, while the remaining 6 students were assigned to the control group using the “Metaverse Digital Curation Platform” to support history learning in the individual inquiry-based learning mode. The two modes of learning were investigated to see if there were any significant differences in terms of learning effectiveness, motivation and satisfaction. Semi-structured interviews were also conducted to understand the learners’ thoughts, feelings and suggestions on the use of these two different learning modes to supplement history learning. It was found that there was no significant difference in the learning effectiveness of overall, comprehension and critical thinking between the learners who used the “Metaverse Digital Curation Platform” in the collaborative inquiry-based learning mode and the individual inquiry-based learning mode. However, the learners who used the “Metaverse Digital Curation Platform” in the collaboration inquiry-based learning mode were able to effectively promote the learning effectiveness of overall, comprehension and critical thinking of the learners while the learners who used the “Metaverse Digital Curation Platform” in the individual inquiry-based learning mode were unable to effectively promote the learning effectiveness of overall, comprehension and critical thinking of the learners. In addition, there was no significant difference in learning motivation and satisfaction between learners using the “Metaverse Digital Curation Platform” in the collaborative inquiry-based learning mode and the individual inquiry-based learning mode. Based on the results of the study, this study proposes the implementation and improvement of using Metaverse digital curation to supplement history learning in a collaborative inquiry-based learning mode. In terms of future research directions, this study proposes to incorporate a pre ice-breaking stage of collaborative learning and explore its impact on learning effectiveness, to incorporate a non-player character interactive questioning function and explore its impact on learning effectiveness, to set stronger collaborative goals and explore its impact on learning effectiveness, to explore the role of the teacher assisted collaborative inquiry learning in a Metaverse digital curation, and to explore the content of learners’ answers to the history quiz on the internment of civilians in Hong Kong during World War II. Overall, collaborative inquiry-based learning with Metaverse digital curation is a relatively new research direction. The findings of this study suggest that the use of the “Metaverse Digital Curatorial Platform” in a collaborative inquiry-based learning mode to supplement history teaching requires a more rigorous framework and design of collaborative learning to facilitate learning effectiveness. This research provides valuable insights into the application of the metaverse digital curation in collaborative inquiry-based learning. en_US dc.description.tableofcontents 第一章 緒論 13 第一節 研究背景與動機 13 第二節 研究目的 17 第三節 研究問題 17 第四節 研究範圍與限制 18 第五節 重要名詞解釋 19 第二章 文獻探討 22 第一節 元宇宙發展現況與數位學習應用 22 第二節 數位策展輔助歷史學習 26 第三節 合作學習 28 第四節 探究式學習 32 第三章 研究設計與實施 35 第一節 研究架構設計 35 第二節 研究方法 37 第三節 研究對象 38 第四節 實驗設計與流程 39 第五節 研究工具 45 第六節 資料處理與分析 66 第七節 研究實施步驟 68 第四章 實驗結果分析 70 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 70 第二節 主題報導質性資料分析 77 第三節 訪談質性資料分析 80 第四節 綜合討論 87 第五章 結論與建議 92 第一節 結論 92 第二節 以小組合作探究觀展學習模式使用元宇宙數位策展輔以歷史學習之實施與改善建議 95 第三節 未來研究方向 98 參考文獻 100 附錄一 二戰在香港平台灣民百姓被拘留之歷史測驗卷 118 附錄二 學習動機量表 119 附錄三 學習滿意度問卷 123 附錄四 半結構式訪談大綱 128 附錄五 受試者參與研究同意書 130 zh_TW dc.format.extent 4729324 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109155025 en_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) 合作探究學習 zh_TW dc.subject (關鍵詞) 角色扮演 zh_TW dc.subject (關鍵詞) 歷史學習 zh_TW dc.subject (關鍵詞) 學習成效 zh_TW dc.subject (關鍵詞) Metaverse en_US dc.subject (關鍵詞) Digital curation en_US dc.subject (關鍵詞) Collaborative inquiry-based learning en_US dc.subject (關鍵詞) Role-playing en_US dc.subject (關鍵詞) Historical learning en_US dc.subject (關鍵詞) Learning effectiveness en_US dc.title (題名) 合作探究式學習於元宇宙數位策展之學習成效影響研究 —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 Collaborative Inquiry Learning in Metaverse Digital Curation on Learning Effectiveness: A Case Study of the History of the Internment of Taiwanese Civilians in Hong Kong during World War II en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 吳紹群. (2018). 科技元素應用於博物館館校合作活動之研究: 以線上影音, 虛擬實境以及 3D 列印之整合運用為例. 博物館學季刊, 32(1), 85-111. 周漢光. (1996). 角色扮演在中文教學上的應用. 教育學報, 24(2), 121-137 邱廣興. (2003). 探究教學在資訊融入自然學習領域之研究. 國立嘉義大學教育科技研究所碩士論文.(未出版) 翁榮秀（2023）。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〔未出版之碩士論文〕。國立政治大學圖書資訊與檔案學研究所。 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)。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/ 梁進龍. (2022). 角色扮演教學法與手機 APP 互動工具對合作學習成效影響之研究. 教育部教學實踐研究計畫成果報告 黃政傑, & 林佩璇. (2013). 合作學習. 台灣五南圖書出版股份有限公司. 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。 廖振凱, 陳志銘, & 廖振凱. (2020). 發展 [合作共筆視覺化互動網絡分析系統] 促進線上合作編輯成效. 政治大學圖書資訊與檔案學研究所學位論文, 2020, 1-98. 趙彥凱. (2019). 初探科學桌上遊戲角色扮演對於學習成效的影響-以水資源調適議題為例. 臺灣師範大學科學教育研究所學位論文, 2019, 1-51. 簡妙娟（2000）。高中公民科合作學習教學實驗之研究。﹝博士論文。國立高雄師範大學﹞臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/7e8d2h。 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。 Abdi, A. (2014). The effect of inquiry-based learning method on students' academic achievement in science course. Universal journal of educational Research, 2(1), 37-41. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14. 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). Alwi, A., & McKay, E. (2015). Experiencing museum learning through multimedia instructions. Jurnal Teknologi, 77(29). Andrini, V. S. (2016). The Effectiveness of Inquiry Learning Method to Enhance Students' Learning Outcome: A Theoritical and Empirical Review. Journal of Education and Practice, 7(3), 38-42. Arnold, J. C., Kremer, K., & Mayer, J. (2014). Understanding Students' Experiments—What kind of support do they need in inquiry tasks?. International Journal of Science Education, 36(16), 2719-2749. Atkin, J. M., & Karplus, R. (1962). Discovery or invention?. The science teacher, 29(5), 45-51. Avsec, S., & Kocijancic, S. (2014). The effect of the use of an inquiry-based approach in an open learning middle school hydraulic turbine optimisation course. World Transactions on Engineering and Technology Education, 12(3), 329-337. Bae, K. W. (2010). Mirror world through mobile, real space interworking service design. Graduate School of Ajou University, 2. Bailenson, J. (2018). Experience on demand: What virtual reality is, how it works, and what it can do. WW Norton & Company. Banakou, D., Kishore, S., & Slater, M. (2018). Virtually being Einstein results in an improvement in cognitive task performance and a decrease in age bias. Frontiers in psychology, 9, 368309. Barlow, D. L. (1985). Educational psychology: The teaching-learning process. (No Title). Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational psychologist, 48(4), 243-270. Bennett, J., Hogarth, S., Lubben, F., Campbell, B., & Robinson, A. (2010). Talking science: The research evidence on the use of small group discussions in science teaching. International Journal of Science Education, 32(1), 69-95. Bertrand, P., Guegan, J., Robieux, L., McCall, C. A., & Zenasni, F. (2018). Learning empathy through virtual reality: multiple strategies for training empathy-related abilities using body ownership illusions in embodied virtual reality. Frontiers in Robotics and AI, 5, 326671. Boboc, R. G., Băutu, E., Gîrbacia, F., Popovici, N., & Popovici, D. M. (2022). Augmented reality in cultural heritage: an overview of the last decade of applications. Applied Sciences, 12(19), 9859. Boboc, R. G., Duguleană, M., Voinea, G. D., Postelnicu, C. C., Popovici, D. M., & Carrozzino, M. (2019). Mobile augmented reality for cultural heritage: Following the footsteps of Ovid among different locations in Europe. Sustainability, 11(4), 1167. Bybee, R. W., & Landes, N. M. (1988). The science-technology-society (STS) theme in elementary school science. Bulletin of Science, Technology & Society, 8(6), 573-579. Cao, K., & Huang, M. (2023). Research on the integration and application of digital technology in the exhibition design of university history museum. Journal of Education, Humanities and Social Sciences, 14, 24-35. Carrozzino, M., & Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of cultural heritage, 11(4), 452-458. Cecotti, H. (2022, September). Cultural heritage in fully immersive virtual reality. In Virtual Worlds (Vol. 1, No. 1, pp. 82-102). MDPI. Cereijo, M. V. P. (2006, October). Attitude as predictor of success in online training. In International Journal on E-learning (Vol. 5, No. 4, pp. 623-639). Association for the Advancement of Computing in Education (AACE). Česálková, L., & Hrůzová, A. (2023). Visual Culture and Hybrid Practices in Digital Public History: Contextualizing the" Frames of Reconstruction" online exhibition. Moderní dějiny. Časopis pro dějiny 19. a 20. století, 31(2). Challenor, J., & Ma, M. (2019). A review of augmented reality applications for history education and heritage visualisation. Multimodal Technologies and Interaction, 3(2), 39. Chang, K. E., Chen, Y. L., Lin, H. Y., & Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers & Education, 51(4), 1486-1498. Chen Z, Yang XB, Guo LR, & Cao HL. (2017). Design of interactive virtual museum roaming system based on point cloud and 3D model. Research and Exploration in Laboratory, 36(5): 84-87. 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, 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. Y., & Lu, L. S. (2015). An Analysis on the Differences in Visitor Behaviors between Traditional and Digital Exhibitions–Taking Kaohsiung Museum of Shadow Puppet for Example. The Asian Conference on Arts & Humanities Chen, H. L., & Wu, C. T. (2023). A digital role-playing game for learning: Effects on critical thinking and motivation. Interactive Learning Environments, 31(5), 3018-3030 Chen, H. X., & Sun, Y. (2023). Applying War Heritage in the National World War II History Course for College Students in China: An Exploration of Digitization Strategies. Sustainability, 15(3), 2417. Chen, X., & Choi, J. (2010). Designing online collaborative location-aware platform for history learning. Journal of Educational Technology Development and Exchange (JETDE), 3(1). Chen, X., Zou, D., Xie, H., & Wang, F. L. (2023). Metaverse in education: contributors, cooperations, and research themes. IEEE Transactions on Learning Technologies. Cheng, K. H., & Tsai, C. C. (2019). A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher-student interaction behaviors. Computers & Education, 140, 103600. 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. Clapper, T. C. (2010). Role play and simulation. The Education Digest, 75(8), 39 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. Dal Falco, F., & Vassos, S. (2017). Museum experience design: A modern storytelling methodology. The Design Journal, 20(sup1), S3975-S3983. Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments?. British journal of educational technology, 41(1), 10-32. Demitriadou, E., Stavroulia, K. E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and information technologies, 25(1), 381-401. Denson, N., & Zhang, S. (2010). The impact of student experiences with diversity on developing graduate attributes. Studies in higher education, 35(5), 529-543. Erawati, N. K. (2020, January). Mathematics learning outcomes based on gender in the inquiry learning model. In 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019) (pp. 264-269). Atlantis Press. Erturk, E. (2015). Role play as a teaching strategy. In National Tertiary Learning and Teaching Conference. Ganino, G. (2022). Insegnare e apprendere con le tecnologie. PensaMultimedia, Lecce. Gillies, R. M., & Ashman, A. F. (1997). The effects of training in cooperative learning on differential student behavior and achievement. The Journal of Classroom Interaction, 1-10. Gresalfi, M. S., Barnes, J., & Cross, D. (2012). When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology. Educational Studies in Mathematics, 80, 249-267. Guan, J. Q., Wang, X. F., Wang, W. Z., Zhu, J., & Hwang, G. J. (2022). Creating in the metaverse: An SSRL‐based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behaviours. Journal of Computer Assisted Learning.11(3), 317 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. Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education, 20(3), 100657. He, Y., Peng, N., Li, W., & Tai, Y. (2023). Digital Exhibition Enhance Value Interpretation and Community Sharing: Practices of Beijing Central Axis. ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 115-123. Hee Lee, J., & Shvetsova, O. A. (2019). The impact of VR application on student’s competency development: A comparative study of regular and VR engineering classes with similar competency scopes. Sustainability, 11(8), 2221. Hilke, E. V. (1990). Cooperative learning (No. 299). Phi Delta Kappa Educational Foundation. Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459-1468. Hou, H. T., Chang, K. E., & Sung, Y. T. (2007). An analysis of peer assessment online discussions within a course that uses project-based learning. Interactive learning environments, 15(3), 237-251. Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Journal of Educational Technology & Society, 11(1), 17-28. Hou, Y. (2019). Gender Difference in Language Learning with Technology. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing Learning Experiences. HCII 2019. Lecture Notes in Computer Science, vol 11590. Springer, Cham. https://doi.org/10.1007/978-3-030-21814-0_19 Hutson, J., & Hutson, P. (2023). Museums and the metaverse: Emerging technologies to promote inclusivity and engagement. Ibrahim, I. (2007). Biology Expression: An Inquiry Approach: O Level, Special, Express. Panpac Education Pte Ltd. Jang, J., Ko, Y., Shin, W. S., & Han, I. (2021). Augmented reality and virtual reality for learning: An examination using an extended technology acceptance model. IEEE access, 9, 6798-6809. Jiang, Q., Chen, J., Wu, Y., Gu, C., & Sun, J. (2022). A study of factors influencing the continuance intention to the usage of augmented reality in museums. Systems, 10(3), 73. 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. Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Prentice-Hall, Inc. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Jong, B. S., Lai, C. H., Hsia, Y. T., Lin, T. W., & Lu, C. Y. (2012). Using game-based cooperative learning to improve learning motivation: A study of online game use in an operating systems course. IEEE Transactions on Education, 56(2), 183-190. Jovanović, A., & Milosavljević, A. (2022). VoRtex metaverse platform for gamified collaborative learning. Electronics, 11(3), 317. Kagan, J. (1972). Motives and development. Journal of personality and social psychology, 22(1), 51. Kalkowski, P. (1988). Communication in Cooperative Learning Groups. 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. Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of personality and social psychology, 65(4), 681. Kerr, N. L. (1983). Motivation losses in small groups: A social dilemma analysis. Journal of personality and social psychology, 45(4), 819. Khosa, D. K., & Volet, S. E. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students’ conceptual understanding?. Metacognition and Learning, 9, 287-307. 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. Koksal, E. A., & Berberoglu, G. (2014). The effect of guided-inquiry instruction on 6th grade Turkish students' achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), 66-78. Kostarigka, E. (2010). Learning history in and outside the classroom: how the interaction between museums and primary schools constructs understandings of history. Cardiff University (United Kingdom). Kwon, C. (2019). Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Reality, 23(1), 101-118. Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of educational evaluation for health professions, 18. Lailatusysyarifah, L. (2019, July). Virtual Exhibition as Learning Media in Landeskunde Teaching for German as a Foreign Language. In Proceedings of the 3rd International Conference on Education and Multimedia Technology (pp. 273-277). Laoli, A., Waruwu, E., Ndraha, A. B., & Zebua, D. I. (2023). Gender Differences in College Students' Achievement in Teaching English as a Foreign Language Using Inquiry-Based Learning. Journal of Education and E-Learning Research, 10(4), 666-673. Larson Jr, J. R. (2013). In search of synergy in small group performance. Psychology Press. 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). Latulipe, C., & Turnbull Tillman, D. (2022, June). Curating interactive art for online Conferences: Artist, curator and technologist experiences in gather. town. In Proceedings of the 14th Conference on Creativity and Cognition (pp. 380-391).Lee, J. (2022). A study on the intention and experience of using the metaverse. Jahr: Europski časopis za bioetiku, 13(1), 177-192. Laursen, S., Hassi, M. L., Kogan, M., Hunter, A. B., & Weston, T. (2011). Evaluation of the IBL mathematics project: Student and instructor outcomes of inquiry-based learning in college mathematics. Colorado University. Lee P. J., Ashby R. (2000). Progression in historical understanding among students age 7-14. In Stearns P.N., Seixas P., Wineburg S. (Eds.), Knowing, teaching, and learning history (pp. 199-222). New York: New York University Press. Lee, J. (2022). A study on the intention and experience of using the metaverse. Jahr: Europski časopis za bioetiku, 13(1), 177-192. 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 preprint arXiv:2110.05352. Lee, N., & Jo, M. (2023). Exploring problem-based learning curricula in the metaverse: The hospitality students' perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 100427. Leong, C. K., & Chennupati, K. R. (2008). An Overview of Online Exhibitions. DESIDOC Journal of Library and Information Technology, 28(4). Li, L.-Y. (2019). Effect of prior knowledge on attitudes, behavior, and learning performance in video lecture viewing. International Journal of Human–Computer Interaction, 35(4–5), 415–426. doi:10.1080/10447318.2018.1543086 Li, M., & Yu, Z. (2023). A systematic review on the metaverse-based blended English learning. Frontiers in Psychology, 13, 1087508. Li, W., & Abidin, S. (2023, June). Understanding online-merge-offline teaching mode based on metaverse. In Proceedings of the 2nd International Conference on Internet Technology and Educational Informatization, ITEI 2022, December 23-25, 2022, Harbin, China. Lin, G., & He, Y. (2023). Exploration and application research on new exhibition models in the digital era. Frontiers in Business, Economics and Management, 9(2), 256-261. Lin, H., & Pryor, M. (2020). A motivational 3D edtech in online education: digital exhibition space. In Blended Learning. Education in a Smart Learning Environment: 13th International Conference, ICBL 2020, Bangkok, Thailand, August 24–27, 2020, Proceedings 13 (pp. 175-186). Springer International Publishing. MacCallum, K., & Parsons, D. (2019, September). Teacher perspectives on mobile augmented reality: The potential of metaverse for learning. In World Conference on Mobile and Contextual Learning (pp. 21-28). Mason, M. (2018). Design-driven innovation for museum entrances. In Museum thresholds (pp. 58-77). Routledge. Mason, M. (2020). The elements of visitor experience in post-digital museum design. Design Principles and Practices, 14(1), 1-14. Mason, M., & Vavoula, G. (2021). Digital cultural heritage design practice: a conceptual framework. The Design Journal, 24(3), 405-424. Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of educational psychology, 95(4), 833. 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. McKenzie, J. (2007). Digital nativism, digital delusions, and digital deprivation. From now on, 17(2). McNeill, K. L., & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(1), 53-78. McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. School science review, 82(298), 73-82. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496. MOHSEN, H., TOHME, M., & NASHI, R. (2023). FROM PASSIVE TO IMMERSIVE: METAVERSE AS A PEDAGOGICAL APPROACH IN HISTORY CLASS-PRESENTING A CONSTANT REMINDER OF HISTORICAL REMNANTS AND A CUSTOMIZABLE REALITY FOR FUTURE PREFERENCES; BEIRUT AS A CASE STUDY. Architecture and Planning Journal (APJ), 28(3), 38. Myers, T., Blackman, A., Andersen, T., Hay, R., Lee, I., & Gray, H. (2014). Cultivating ICT students' interpersonal soft skills in online learning environments using traditional active learning techniques. Journal of Learning Design, 7, 38-53. 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. Nalbant, K. G. (2021). The importance of artificial intelligence in education: a short review. Journal of Review in science and engineering, 2021, 1-15. Narin, N. G. (2021). A content analysis of the metaverse articles. Journal of Metaverse, 1(1), 17-24. Not, E., Cavada, D., Maule, S., Pisetti, A., & Venturini, A. (2019). Digital augmentation of historical objects through tangible interaction. Journal on Computing and Cultural Heritage (JOCCH), 12(3), 1-19. Nurwanti, N., Asrifan, A., & Haedar, H. (2019). THE APPLICATION OF COOPERATIVE LEARNING: JIGSAW II TECHNIQUE IN IMPROVING STUDENTS’READING COMPREHENSION OF EXPOSITORY TEXT. Journal of Advanced English Studies, 2(1), 31-40. 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. Okanovic, V., Ivkovic-Kihic, I., Boskovic, D., Mijatovic, B., Prazina, I., Skaljo, E., & Rizvic, S. (2022). Interaction in extended reality applications for cultural heritage. Applied Sciences, 12(3), 1241. Onu, P., Pradhan, A., & Mbohwa, C. (2023). Potential to use metaverse for future teaching and learning. Education and Information Technologies, 1-32. Ovadia, S. (2013). Digital content curation and why it matters to librarians. Publications and Research. Retrieved from https://academicworks.cuny.edu/lg_pubs/12 Paliokas, I., Patenidis, A. T., Mitsopoulou, E. E., Tsita, C., Pehlivanides, G., Karyati, E., ... & Tzovaras, D. (2020). A gamified augmented reality application for digital heritage and tourism. Applied Sciences, 10(21), 7868. Park, S., & Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(3), 1361. Pazzaglia, & Moè, A. (2013). Cognitive styles and mental rotation ability in map learning. Cognitive Processing, 14(4), 391–399. https://doi.org/10.1007/s10339-013-0572-2 Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, T. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9, 81–95. Pohl, M., Wallner, G., & Kriglstein, S. (2016). Using lag-sequential analysis for understanding interaction sequences in visualizations. International Journal of Human-Computer Studies, 96, 54-66. Popovici, D. M., Iordache, D., Comes, R., Neamțu, C. G. D., & Băutu, E. (2022). Interactive exploration of virtual heritage by means of natural gestures. Applied Sciences, 12(9), 4452. Reisman A. (2012). Reading like a historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86-112. Crossref. ISI. Reisoğlu, I., Topu, B., Yılmaz, R., Karakuş Yılmaz, T., & Göktaş, Y. (2017). 3D virtual learning environments in education: A meta-review. Asia Pacific Education Review, 18, 81-100. Ryffel, M., Zünd, F., Aksoy, Y., Marra, A., Nitti, M., Aydın, T. O., & Sumner, B. (2017). AR Museum: A mobile augmented reality application for interactive painting recoloring. ACM Transactions on Graphics (TOG), 36(2), 19. Sabharwal, A. (2015). Digital history, archives, and curating digital cultural heritage. In Digital Curation in the Digital Humanities (pp. 49–67). Elsevier. Sagala, S. (2009). Administrasi pendidikan kontemporer. Sanjaya, W. (2006). Strategi Pembelajaran Berbasis Standar Proses Pendidikan. Jakarta: Kencana Prenada Media. Semper, R., & Spasojevic, M. (2002). The Electronic Guidebook: Using Portable Devices and a Wireless Web-Based Network to Extend the Museum Experience. Seo, S. E. (2008). Metaverse development trend and development prospect research. IJournal of The Korean Society for Computer Game (KSCG), 12, 15-23. Sharan, S., & Shachar, H. (2012). Language and learning in the cooperative classroom. Springer Science & Business Media. Sharan, Y., & Sharan, S. (1992). Expanding cooperative learning through group investigation (Vol. 1234). New York: Teachers College Press. Slater, M., & Sanchez-Vives, M. V. (2016). Enhancing our lives with immersive virtual reality. Frontiers in Robotics and AI, 3, 74. Slavin, R. E. (1985). Cooperative learning: Applying contact theory in desegregated schools. Journal of Social Issues, 41(3), 45-62. Smart, J., Cascio, J., & Paffendorf, J. (2007). Metaverse roadmap: A cross-industry public foresight project. Soewarso.(2000). Cara-cara Penyampaian Pendidikan Sejarah Untuk Membangkitkan Minat Peserta Didik Mempelajari Bangsanya. DEPDIKNAS. Stashevsky, S., & Levy, S. (2014). The effects of teamwork quality on team objective and subjective outcomes. Values in Shock: The role of contrasting management, economic, and religious paradigms in the workplace, 44-51. Steinberg, E. R. (1989). Cognition and learner control: A literature review, 1977-1988. Journal of computer-based instruction, 16(4), 117-21. Suh, W., & Ahn, S. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of intelligence, 10(1), 17. Summers, M., & Volet, S. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25, 473-492. Sumption, K. (2001). " Beyond Museum Walls"--A Critical Analysis of Emerging Approaches to Museum Web-Based Education Sund, R. B., & Trowbridge, L. W. (1967). Teaching science by inquiry in the secondary school. (No Title). Sylaiou, S., Mania, K., Paliokas, I., Pujol-Tost, L., Killintzis, V., & Liarokapis, F. (2017). Exploring the educational impact of diverse technologies in online virtual museums. International Journal of Arts and Technology, 10(1), 58-84. Trianto, S. P., & Pd, M. (2007). Model-model pembelajaran inovatif berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka. Trunfio, M., Jung, T., & Campana, S. (2022). Mixed reality experiences in museums: Exploring the impact of functional elements of the devices on visitors’ immersive experiences and post-experience behaviours. Information & Management, 59(8), 103698. 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. Van Blankenstein, F. M., Dolmans, D. H. J. M., Van der Vleuten, C. P. M., & Schmidt, H. G. (2013). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement. Instructional Science, 41(4), 729–744. doi:10.1007/s11251-012-9252-3 van Drie J., van Boxtel C. (2008). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87-110. Crossref. ISI. Voet, M., & Wever, B. D. (2017). History teachers’ knowledge of inquiry methods: An analysis of cognitive processes used during a historical inquiry. Journal of Teacher Education, 68(3), 312-329. Wang, J., Hu, X., & Xi, J. (2012). Cooperative learning with role play in Chinese pharmacology education. Indian Journal of Pharmacology, 44(2), 253-256. 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. Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H., & Shen, X. (2022). A survey on metaverse: Fundamentals, security, and privacy. IEEE Communications Surveys & Tutorials, 25(1), 319-352. Watson, S. B., & Marshall, J. E. (1995). Effects of cooperative incentives and heterogeneous arrangement on achievement and interaction of cooperative learning groups in a college life science course. Journal of Research in Science Teaching, 32(3), 291-299. Wenchao, Z., Lei, Y., & Ruowan, Y. (2022). From Gameplaying learning to learning Metaverse: A new framework and practical essentials of immersive learning. Distance Education Journal, 4, 3-13. Wiley J., Voss J. F. (1996). The effects of “playing historian” on learning in history. Applied Cognitive Psychology, 10(7), 63-72. Crossref. Woods-McConney, A., Wosnitza, M., & Sturrock, K. L. (2016). Inquiry and groups: Student interactions in cooperative inquiry-based science. International Journal of Science Education, 38(5), 842-860. Yang, Q., Zhao, Y., Huang, H., Xiong, Z., Kang, J., & Zheng, Z. (2022). Fusing blockchain and AI with metaverse: A survey. IEEE Open Journal of the Computer Society, 3, 122-136. Yildirim, S. (2018). The Effect of Educational Videos Used in History Education on Academic Success. Journal of Education and e-Learning Research, 5(3), 193-207. 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. Yücel, Ü. A., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 97, 31-48. zh_TW
