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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 4-九月-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. 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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 (作者) 鄧孟盈 zh_TW dc.contributor.author (作者) 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 4-九月-2024 13:53:59 (UTC+8) - dc.date.available 4-九月-2024 13:53:59 (UTC+8) - dc.date.issued (上傳時間) 4-九月-2024 13:53:59 (UTC+8) - dc.identifier (其他 識別碼) 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. 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