Publications-Theses
Article View/Open
Publication Export
-
Google ScholarTM
NCCU Library
Citation Infomation
Related Publications in TAIR
題名 發展基於混合實境之遠端化學虛擬實驗室協作系統促進學習成效
Developing a Remote Collaborative Learning System of Virtual Chemical Laboratory based on Mixed Reality to Facilitate Learning Performance作者 羅鈺涵
Lo, Yu-Han貢獻者 陳志銘
Chen, Chih-Ming
羅鈺涵
Lo, Yu-Han關鍵詞 協作學習
混合實境
學習成效
團體效能
學習動機
學習滿意度
Collaborative learning
Mixed reality
Learning performance
Group efficacy
Learning motivation
Learning satisfaction日期 2024 上傳時間 4-Sep-2024 13:54:10 (UTC+8) 摘要 在化學實驗室中，學習者經常需要通過協作來完成化學實驗。然而，COVID-19 冠狀病毒大流行期間，學校被迫暫停實體實驗課程，導致學習者無法在實體空間中協作完成實驗活動，轉而採用語音或視訊會議等遠端協作方式來輔以進行學習。相較於語音或視訊會議，應用混合實境技術的遠端協作方式，更能夠讓學習者感受到更強烈的存在感和共存感，並為無法進入化學實驗室進行實驗活動的情況提供了一種有效的替代方案。此外，混合實境技術建立的協作系統，能有效減少化學品和廢棄物對於環境的汙染，契合綠色化學的理念。因此，本研究發展之「基於混合實境之遠端化學虛擬實驗室協作系統」旨在利用混合實境遠端協作技術，並以秒錶反應實驗作為學習主題，允許多名學習者同時進入共享空間感知資訊之虛實整合化學實驗室，並在同步的虛實整合化學實驗室協作情境中，即時觀察彼此的實驗操作與協作過程。 本研究採用準實驗研究法，以台北市某女子高中二年級兩個班級的學生合計 51 名為研究對象，並將其隨機分派為兩組進行秒錶反應化學實驗學習，其中 27 名學生為採用「教師於化學實驗室進行實體授課方式」輔以學習的控制組，剩餘 24 名學生則為採用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以學習的實驗組。本研究旨在探討採用不同學習模式輔以進行秒錶反應化學實驗學習的兩組學習者，在學習成效、團體效能、學習動機，以及學習滿意度上是否具有顯著的差異。此外，也以化學先備知識及認知風格為背景變項，進一步探討不同化學先備知識及認知風格之兩組學習者，在學習成效、團體效能、學習動機，以及學習滿意度上是否具有顯著的差異。最後，本研究以半結構式深度訪談瞭解學習者對於不同學習模式的感受與看法，同時亦與兩位具有多年教學經驗之化學老師進行訪談，以此統整出本研究發展之混合實境協作系統應用於化學實驗學習上的利基，以及系統需要進一步改善的建議。 研究結果發現，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的高先備知識學習者在學習成效上顯著優於使用「教師於化學實驗室進行實體授課方式」的高先備知識學習者。在團體效能方面，採用「基於混合實境之遠端化學虛擬實驗室協作系統」與「教師於化學實驗室進行實體授課方式」兩種不同學習模式輔以進行學習的學習者，在團體效能上並無顯著的差異，但是均具有高於量表得分中位數的團體效能感受。在學習動機方面，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的高先備知識學習者在價值面向上顯著優於使用「教師於化學實驗室進行實體授課方式」的高先備知識學習者。在學習滿意度方面，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的場地獨立型學習者，在學習滿意度上顯著優於使用「教師於化學實驗室進行實體授課方式」的場地獨立型學習者。 依據研究結果及針對兩組學習者的訪談資料分析，本研究提出「基於混合實境之遠端化學虛擬實驗室協作系統」的改善建議，以及未來研究方向。整體而言，本研究將化學實驗內容結合混合實境遠端協作技術發展「基於混合實境之遠端化學虛擬實驗室協作系統」，為學習者提供一個創新的遠端協作學習工具，在無法實際進入化學實驗室的情况下，爲學習者提供了更加身臨其境的互動學習體驗。
In chemistry laboratories, learners often collaborate with their peers to conduct chemical experiments. However, during the COVID-19 coronavirus pandemic, schools were compelled to suspend physical laboratory classes, preventing learners from collaborating in person and necessitating the adoption of remote learning methods such as voice or video conferencing. Compared to traditional face-to-face collaboration methods, remote collaboration using mixed reality technology offers learners a stronger sense of presence and co-presence. It provides an effective alternative way for conducting chemical experiments when physical access to the chemistry laboratory is not possible. Moreover, collaboration systems built on mixed reality technology can effectively reduce environmental pollution from chemicals and waste, aligning with the principles of green chemistry. Therefore, this study aims to develop a “remote collaborative learning system of virtual chemical laboratory based on mixed reality” focused on “chemical clock reaction” as the target learning topic. This system allows multiple learners to enter a shared space and perceive information in an integrated virtual and real environment of the chemistry laboratory, facilitating real-time observation of each other’s experiment operations and collaboration processes. This study utilized a quasi-experimental research design involving 51 students from two 11th-grade classes at a girls’ high school in Taipei City, Taiwan. They were randomly assigned to two groups to learn the “chemical clock reaction.” The control group comprised 27 students who received traditional, in-person teaching in the chemistry laboratory, while the experimental group consisted of 24 students who used a “remote collaborative learning system of virtual chemical laboratory based on mixed reality” for their learning activities. The study aimed to investigate potential significant differences between the two groups in terms of learning performance, group efficacy, learning motivation, and learning satisfaction. Additionally, prior knowledge and cognitive styles were considered as background variables to examine differences in learning performance, group efficacy, learning motivation, and satisfaction between the two groups. Furthermore, semi-structured in-depth interviews were conducted to gather insights into students’ perceptions and opinions regarding two different learning modes. Simultaneously, interviews were also conducted with two experienced chemistry teachers to incorporate their perspectives. This process aimed to synthesize recommendations for enhancing the development of the mixed reality collaboration system applied to chemistry experiment learning in this study. The study found that learners with high prior knowledge using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” significantly outperformed traditional in-person teaching in the chemistry laboratory in terms of learning performance. In terms of group efficacy, no significant differences were observed between learners using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” and those using the traditional in-person teaching method in the chemistry laboratory, but both groups demonstrated learning performance above the median on the scale. Regarding learning motivation, learners with high prior knowledge using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” showed significantly higher scores in the value dimension compared to those using the traditional in-person teaching method in the chemistry laboratory. In terms of learning satisfaction, field-independent learners using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” showed significantly higher satisfaction levels than their counterparts using the traditional in-person teaching method in the physical chemistry laboratory. Based on the research findings and learner interviews, this study proposes recommendations for improving the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” and suggests future research directions. Overall, this study integrates chemical experiment content with mixed reality remote collaboration technology to develop the “remote collaborative learning system of virtual chemical laboratory based on mixed reality.” This system offers learners an innovative remote collaborative learning tool, providing a more immersive and interactive learning experience for situations where physical access to a chemistry laboratory is not feasible.參考文獻 一、中文文獻 吳裕益(1987)。認知能力與認知型態個別差異現象之探討。教育期刊，7，253-300。 二、英文文獻 Aardema, F., O'Connor, K., Côté, S., & Taillon, A. (2010). Virtual reality induces dissociation and lowers sense of presence in objective reality. Cyberpsychology, Behavior, and Social Networking, 13(4), 429-435. https://doi.org/10.1089/cyber.2009.0164 Abler, R., & Wells, I. (2005). Distributed engineering education: Evolution of the telecollaboration stations for individualized distance learning. IEEE Transactions on Education, 48(3), 490-496. https://doi.org/10.1109/TE.2005.849757 Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002 Akkil, D., James, J. M., Isokoski, P., & Kangas, J. (2016, May). GazeTorch: enabling gaze awareness in collaborative physical tasks. In Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems (pp. 1151-1158). https://doi.org/10.1145/2851581.2892459 Ali, N., Ullah, S., Alam, A., & Rafique, J. (2014). 3D interactive virtual chemistry laboratory for simulation of high school experiments. Proceedings of Eurasia Graphics, 1-6. Ali, N., & Ullah, S. (2020). Review to analyze and compare virtual chemistry laboratories for their use in education. Journal of Chemical Education, 97(10), 3563–3574. https://doi.org/10.1021/acs.jchemed.0c00185 Allinson, C. W., & Hayes, J. (1996). The cognitive style index: A measure of intuition-analysis for organizational research. Journal of Management Studies, 33(1), 119-135. https://doi.org/10.1111/j.1467-6486.1996.tb00801.x American Chemical Society. (2012). Creating safety cultures in academic institutions: A report of the safety culture task force of the ACS Committee on chemical safety. ACS, Washington. Anastas, P. T., & Warner, J. C. (1998). Green chemistry: Theory and practice. Oxford University Press. Anton, D., Kurillo, G., & Bajcsy, R. (2018). User experience and interaction performance in 2D/3D telecollaboration. Future Generation Computer Systems, 82, 77–88. https://doi.org/10.1016/j.future.2017.12.055 Arrington, C. A., Hill, J. B., Radfar, R., Whisnant, D. M., & Bass, C. G. (2008). Peer mentoring in the general chemistry and organic chemistry laboratories. The pinacol rearrangement: an exercise in NMR and IR spectroscopy for general chemistry and organic chemistry laboratories. Journal of Chemical Education, 85(2), 288. https://doi.org/10.1021/ed085p288 Autor, D. (2014). Polanyi's paradox and the shape of employment growth (No. w20485). National Bureau of Economic Research. https://doi.org/10.3386/w20485 Ayas, A., & Demirbas, A. (1997). Turkish secondary students’ conceptions of the introductory concepts. Journal of Chemical Education, 74(5), 518. https://doi.org/10.1021/ed074p518 Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385. Babalola, B. A. (1979) The relationship between field-independent/field-dependent cognitive styles and academic achievements in mathematics and science subjects among nigerian secondary schools students. Journal of Science Teachers’ Association of Nigeria, 18(I), 40-48. Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133–149. Baecker, R. M. (Ed.). (1993). Readings in groupware and computer-supported cooperative work: Assisting human-human collaboration. Morgan Kaufmann. Bafoustou, G., & Mentzas, G. (2002). Review and functional classification of collaborative systems. International Journal of Information Management, 22, 281-305. https://doi.org/10.1016/S0268-4012(02)00013-0 Bagcı, N., & Simsek, S. (1999). The influence of different teaching methods in teaching physics subjects on student's success. The Journal of Gazi Education Faculty, 19(3), 79-88. Bandura, A., Freeman, W. H., & Lightsey, R. (1997). Self-efficacy: The exercise of control. Macmillan. Bayon, V., Wilson, R., Stanton, D., & Boltman, A. (2003). Mixed reality storytelling environments. Virtual Reality, 7(1), 54–63. https://doi.org/10.1007/s10055-003-0109-6 Bekar, S. (1996). The influence of lab based science teaching on student’s success. Unpublished Master Thesis. Ankara. Gazi University, Institute of Science. Benavides, X., Amores, J., & Maes, P. (2015, November). Remot-IO: A System for Reaching into the Environment of a Remote Collaborator. In Adjunct Proceedings of the 28th Annual ACM Symposium on User Interface Software & Technology (pp. 99-100). Beyoglu, D., Hursen, C., & Nasiboglu, A. (2020). Use of mixed reality applications in teaching of science. Education and Information Technologies, 25(5), 4271–4286. https://doi.org/10.1007/s10639-020-10166-8 Bian, Y., Zhou, C., Chen, Y., Zhao, Y., Liu, J., & Yang, C. (2020). The Role of the Field Dependence-independence Construct on the Flow-performance Link in Virtual Reality. Symposium on Interactive 3D Graphics and Games, 1–9. https://doi.org/10.1145/3384382.3384529 Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university 5e. McGraw-hill education (UK). Birkeland, H., Khalil, M., & Wasson, B. (2022). Understanding collaboration in virtual labs: A learning analytics framework development. In International Conference on Interactive Collaborative Learning (pp. 192-203). Cham: Springer International Publishing. Browne, R. F. (2002). Automated tutorial and assignment assessment. Educational Technology & Society, 5(1), 119–123. Bryant, R. J., & Edmunt, A. M. (1987). They like lab-centered science. The Science Teacher, 54(8), 42-45. Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia Tools and Applications, 51, 341-377. https://doi.org/10.1007/s11042-010-0660-6 Chang, H.-Y., Liang, J.-C., & Tsai, C.-C. (2020). Students' context-specific epistemic justifications, prior knowledge, engagement, and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29(3), 399–408. https://doi.org/10.1007/s10956-020-09825-9 Checa, D., Miguel-Alonso, I., & Bustillo, A. (2023). Immersive virtual-reality computer-assembly serious game to enhance autonomous learning. Virtual Reality, 27(4), 3301–3318. https://doi.org/10.1007/s10055-021-00607-1 Chen X, Gao S, Guo S, Bai J (2012) A fexible assembly retrieval approach for model reuse. Computer-Aided Design, 44(6), 554–574. https://doi.org/10.1016/j.cad.2012.02.001 Chen, C. M., Li, M. C., & Tu, C. C. (2024). A mixed reality-based chemistry experiment learning system to facilitate chemical laboratory safety education. Journal of Science Education and Technology, 1-21. https://doi.org/10.1007/s10956-024-10101-3 Chen, M.-P., Wong, Y.-T., & Wang, L.-C. (2014). Effects of type of exploratory strategy and prior knowledge on middle school students’ learning of chemical formulas from a 3D role-playing game. Educational Technology Research and Development, 62(2), 163–185. https://doi.org/10.1007/s11423-013-9324-3 Chiu, J. L., DeJaegher, C. J., & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students' understanding of gas properties. Computers & Education, 85, 59–73. https://doi.org/10.1016/j.compedu.2015.02.007 Choi, S. H., Kim, M., & Lee, J. Y. (2018). Situation-dependent remote AR collaborations: Image-based collaboration using a 3D perspective map and live video-based collaboration with a synchronized VR mode. Computers in Industry, 101, 51–66. https://doi.org/10.1016/j.compind.2018.06.006 Cohen, B. P., & Cohen, E. G. (1991). From groupwork among children to R&D teams: Interdependence, interaction and productivity. Advances in Group Processes, 8, 205-225. Cox, M. D. (2004). Faculty Learning Community Program Director’s and Facilitator’s Handbook. Miami University. Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. Ardent Media. D’Aiello, A. F., Cabitza, F., Natali, C., Viganò, S., Ferrero, P., Bognoni, L., Pasqualin, G., Giamberti, A., & Chessa, M. (2023). The effect of holographic heart models and mixed reality for anatomy learning in congenital heart disease: an exploratory study. Journal of Medical Systems, 47(1), 64. https://doi.org/10.1007/s10916-023-01959-8 D’Angelo, S., & Gergle, D. (2018, April). An eye for design: gaze visualizations for remote collaborative work. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-12). https://doi.org/10.1145/3173574.3173923 Desai, K., Belmonte, U. H. H., Jin, R., Prabhakaran, B., Diehl, P., Ramirez, V. A., ... & Gans, M. (2017, April). Experiences with multi-modal collaborative virtual laboratory (mmcvl). In 2017 IEEE Third International Conference on Multimedia Big Data (BigMM) (pp. 376-383). IEEE. https://doi.org/10.1109/BigMM.2017.62 Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1-19). Elsevier Science. Dillenbourg, P., & Traum, D. (1999, December). Does a shared screen make a shared solution? In Proceedings of the 1999 conference on computer support for collaborative learning (pp. 14–es). International Society of the Learning Sciences. Dochy, F. J. R. C., & Alexander, P. A. (1995). Mapping prior knowledge: A framework for discussion among researchers. European Journal of Psychology of Education, 10(3), 225–242. Dori, Y., Sasson, I., Kaberman, Z., & Herscovitz, O. (2004). Integrating case-based computerized laboratories into high school chemistry. The Chemical Educator, 9(1), 4–8. Druta, R., Druta, C., Negirla, P., & Silea, I. (2021). A review on methods and systems for remote collaboration. Applied Sciences, 11(21), 10035. https://doi.org/10.3390/app112110035 Ens, B., Lanir, J., Tang, A., Bateman, S., Lee, G., Piumsomboon, T., & Billinghurst, M. (2019). Revisiting collaboration through mixed reality: The evolution of groupware. International Journal of Human-Computer Studies, 131, 81–98. https://doi.org/10.1016/j.ijhcs.2019.05.011 Elmoazen, R., Saqr, M., Khalil, M., et al. (2023). Learning analytics in virtual laboratories: a systematic literature review of empirical research. Smart Learning Environments, 10(1), 23. https://doi.org/10.1186/s40561-023-00244-y Fasching, J. L., & Erickson, B. L. (1985). Group discussions in the chemistry classroom and the problem-solving skills of students. Journal of Chemical Education, 62(10), 842–848. https://doi.org/10.1021/ed062p842 Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 Fussell, S. R., Kraut, R. E., & Siegel, J. (2000, December). Coordination of communication: Effects of shared visual context on collaborative work. In Proceedings of the 2000 ACM conference on Computer Supported Cooperative Work (pp. 21-30). https://doi.org/10.1145/358916.358947 Fussell, S. R., Setlock, L. D., & Kraut, R. E. (2003, April). Effects of head-mounted and scene-oriented video systems on remote collaboration on physical tasks. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 513-520). https://doi.org/10.1145/642611.64270 Fussell, S. R., Setlock, L. D., & Parker, E. M. (2003, April). Where do helpers look? Gaze targets during collaborative physical tasks. In CHI EA '03: CHI '03 Extended Abstracts on Human Factors in Computing Systems (pp. 768-769). https://doi.org/10.1145/765891.765980 Fussell, S. R., Setlock, L. D., Yang, J., Ou, J., Mauer, E., & Kramer, A. D. I. (2004). Gestures over video streams to support remote collaboration on physical tasks. Human–Computer Interaction, 19(3), 273–309. https://doi.org/10.1207/s15327051hci1903_3 García-Pereira I, Portalés C, Gimeno J, Casas S (2020) A collaborative augmented reality annotation tool for the inspection of prefabricated buildings. Multimedia Tools and Applications, 79(9), 6483–6501. https://doi.org/10.1007/s11042-019-08419-x Gero, J. S., & Tversky, B. (2004, July). Visual and spatial reasoning in design iii. In 3rd International Conference on Visual and Spatial Reasoning in Design Massachusetts Institute of Technology. (pp. 163-182) Gully, S. M., Incalcaterra, K. A., Joshi, A., & Beaubien, J. M. (2002). A meta-analysis of team-efficacy, potency, and performance: Interdependence and level of analysis as moderators of observed relationships. Journal of Applied Psychology, 87(5), 819–832. https://doi.org/10.1037/0021-9010.87.5.819 Gupta, K., Lee, G. A., & Billinghurst, M. (2016). Do you see what I see? The effect of gaze tracking on task space remote collaboration. IEEE Transactions on Visualization and Computer Graphics, 22(11), 2413–2422. https://doi.org/10.1109/TVCG.2016.2593778 Gurevich P, Lanir J, Cohen B (2015) Design and implementation of teleadvisor: a projection-based augmented reality system for remote collaboration. Computer Supported Cooperative Work, 24(6), 527–562. https://doi.org/10.1007/s10606-015-9232-7 Guzmán, J. L., & Joseph, B. (2021). Web-based virtual lab for learning design, operation, control, and optimization of an anaerobic digestion process. Journal of Science Education and Technology, 30(3), 319–330. https://doi.org/10.1007/s10956-020-09860-6 Goddard, T. D., Brilliant, A. A., Skillman, T. L., Vergenz, S., Tyrwhitt-Drake, J., Meng, E. C., & Ferrin, T. E. (2018). Molecular visualization on the holodeck. Journal of Molecular Biology, 430(21), 3982–3996. https://doi.org/10.1016/j.jmb.2018.06.040 Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30. Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American Journal of Pharmaceutical Education, 72(5), 113. Han, J., & Liu, G. (2023). Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories. Frontiers in Psychology, 14, 1118174. https://doi.org/10.3389/fpsyg.2023.1118174 Hauze, S. W., Hoyt, H. H., Frazee, J. P., Greiner, P. A., & Marshall, J. M. (2019). Enhancing nursing education through affordable and realistic holographic mixed reality: The virtual standardized patient for clinical simulation. Biomedical Visualisation, 1, 1-13. https://doi.org/10.1007/978-3-030-06070-1_1 Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201–217. https://doi.org/10.2307/1170311 Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106 Hu-Au, E., & Okita, S. (2021). Exploring differences in student learning and behavior between real-life and virtual reality chemistry laboratories. Journal of Science Education and Technology, 30(6), 862–876. https://doi.org/10.1007/s10956-021-09925-0 Huang, W., & Alem, L. (2013). Gesturing in the Air: Supporting Full Mobility in Remote Collaboration on Physical Tasks. J.UCS Journal of Universal Computer Science, 19(8), 1158-1174. Huang, W., Alem, L., & Tecchia, F. (2013, September). HandsIn3D: supporting remote guidance with immersive virtual environments. In Human-Computer Interaction–INTERACT 2013: 14th IFIP TC 13 International Conference (pp. 70-77). https://doi.org/10.1007/978-3-642-40483-2_5 Huang, W., Alem, L., Tecchia, F., & Duh, H. B.-L. (2018). Augmented 3D hands: A gesture-based mixed reality system for distributed collaboration. Journal on Multimodal User Interfaces, 12(2), 77–89. https://doi.org/10.1007/s12193-017-0250-2 Huang, R., Zhang, S., Bai, X., Xu, C., & Huang, B. (2015). An effective subpart retrieval approach of 3D CAD models for manufacturing process reuse. Computers in Industry, 67, 38-53. https://doi.org/10.1016/j.compind.2014.12.001 Huri, N. H. D., & Karpudewan, M. (2019). Evaluating the effectiveness of integrated STEM-lab activities in improving secondary school students’ understanding of electrolysis. Chemistry Education Research and Practice, 20(3), 495–508. https://doi.org/10.1039/C9RP00021F Isenhour, P., Carroll, J., Neale, D., Rosson, M., & Dunlap, D. (2000). The virtual school: An integrated collaborative environment for the classroom. Journal of Educational Technology & Society, 3(3), 74-86. Jara, C. A., Candelas, F. A., Torres, F., Dormido, S., Esquembre, F., & Reinoso, O. (2009). Real-time collaboration of virtual laboratories through the Internet. Computers & Education, 52(1), 126–140. https://doi.org/10.1016/j.compedu.2008.07.007 Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? Educational Psychologist, 51(2), 247–265. https://doi.org/10.1080/00461520.2016.1158654 Johansen, R., (1988). Groupware : Computer support for business teams. Free Press. New York, United States. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company. Edina, Minnesota. Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: Two science studies. Journal of Educational Psychology, 106(1), 86–104. https://doi.org/10.1037/a0034008 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. Retrieved from https://doi.org/10.1111/jan.13031 Kalmar, E., Aarts, T., Bosman, E., Ford, C., de Kluijver, L., Beets, J., ... & van der Sanden, M. (2022). The COVID-19 paradox of online collaborative education: When you cannot physically meet, you need more social interactions. Heliyon, 8(1). e08823. https://doi.org/10.1016/j.heliyon.2022.e08823 Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers’ engagement and students’ satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274–284. https://doi.org/10.1016/j.tate.2016.12.018 Khalid, S., Ullah, S., & Ali, N. (2016). The effect of task distribution model on student learning and performance in collaborative virtual environment. Sindh University Research Journal-SURJ, 48(3), 235-239. Kim, S., Billinghurst, M., & Lee, G. (2018). The effect of collaboration styles and view independence on video-mediated remote collaboration. Computer Supported Cooperative Work, 27(3), 569–607. https://doi.org/10.1007/s10606-018-9324-2 Kim, S., Lee, G. A., Sakata, N., Dünser, A., Vartiainen, E., & Billinghurst, M. (2013, October). Study of augmented gesture communication cues and view sharing in remote collaboration. In 2013 IEEE International Symposium on Mixed and Augmented Reality (pp. 261-262). IEEE. https://doi.org/10.1109/ISMAR.2013.6671795 Kirschner, P. A., & Erkens, G. (2013). Toward a framework for CSCL research. Educational Psychologist, 48(1), 1–8. https://doi.org/10.1080/00461520.2012.750227 Koretsky, M. D., Amatore, D., Barnes, C., & Kimura, S. (2008). Enhancement of student learning in experimental design using a virtual laboratory. IEEE Transactions on Education, 51(1), 76-85. https://doi.org/10.1109/TE.2007.906894 Kozma, R. B. (2000). The use of multiple representations and the social construction of understanding in chemistry. In M. Jacobson & R. Kozma (Eds.), Innovations in Science and Mathematics Education (pp. 11-46). Erlbaum. Kozma, R., Chin, E., Russell, J., & Marx, N. (2000). The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. The Journal of the Learning Sciences, 9(2), 105–143. https://doi.org/10.1207/s15327809jls0902_1 Kraut, R. E., Fussell, S. R., & Siegel, J. (2003). Visual information as a conversational resource in collaborative physical tasks. Human–Computer Interaction, 18(1–2), 13–49. https://doi.org/10.1207/S15327051HCI1812_2 Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335-353. https://doi.org/10.1016/S0747-5632(02)00057-2 Kritzler M, Murr M, &Michahelles F (2016, November). Remotebob: Support of on-site workers via a telepresence remote expert system. In Proceedings of the 6th International Conference on the Internet of Things (pp. 7–14). https://doi.org/10.1145/2991561.2991571 Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091 Ladwig, P., & Geiger, C. (2019, March). A literature review on collaboration in mixed reality. In Smart Industry & Smart Education: In Proceedings of the 15th International Conference on Remote Engineering and Virtual Instrumentation (pp. 591-600). Springer International Publishing. https://doi.org/10.1007/978-3-319-95678-7_65 Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M., & Muukkonen, H. (1999). Computer supported collaborative learning: A review. The JHGI Giesbers Reports on education, 10, 1999. Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in science. Handbook of Research on Science Teaching and Learning, 94-130. Le Chénéchal, M., Duval, T., Gouranton, V., Royan, J., & Arnaldi, B. (2016, March). Vishnu: virtual immersive support for helping users an interaction paradigm for collaborative remote guiding in mixed reality. In 2016 IEEE Third VR International Workshop on Collaborative Virtual Environments (pp. 9-12). IEEE. https://doi.org/10.1109/3DCVE.2016.7563559 Lee, K. (2012). Augmented reality in education and training. TechTrends, 56, 13-21. Lee, G., Kim, S., Lee, Y., Dey, A., Piumsomboon, T., Norman, M., & Billinghurst, M. (2017, January). Mutually shared gaze in augmented video conference. In Adjunct Proceedings of the 2017 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2017 (pp. 79-80). Institute of Electrical and Electronics Engineers. https://doi.org/10.1007/s11528-012-0559-3 Lin, P. C., & Chen, H. M. (2016). The effects of flipped classroom on learning effectiveness: Using learning satisfaction as the mediator. World Transactions on Engineering and Technology Education, 14(2), 231-244. https://doi.org/10.1016/j.edurev.2019.05.003 Lindgren, R., & Johnson-Glenberg, M. C. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445-452. https://doi.org/10.3102/0013189X13511661 Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174–187. https://doi.org/10.1016/j.compedu.2016.01.001 Ludvigsen, S., & Arnseth, H. C. (2017). Computer-supported collaborative learning. Technology Enhanced Learning: Research Themes, 47-58. https://doi.org/10.1007/978-3-319-02600-8_5 Ludvigsen, S., & Mørch, A. (2010). Computer-supported collaborative learning: Basic concepts, multiple perspectives, and emerging trends. The International Encyclopedia of Education, 5, 290-296. https://doi.org/10.1016/B978-0-08-044894-7.00493-0 MacCallum, K., & Jamieson, J. (2017, October). Exploring augmented reality in education viewed through the affordance lens. In Proceedings of the 8th Annual Conference of Computing and Information Technology Education and Research in New Zealand (pp. 114-120). Mardini, G. H., & Mah’d, O. A. (2022). Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence. Journal of Accounting Education, 61, 100814. https://doi.org/10.1016/j.jaccedu.2022.100814 Margunayasa, I G., Dantes, N., Marhaeni, A.A.I.N., & Suastra, I W. (2019). The effect of guided inquiry learning and cognitive style on science learning achievement. International Journal of Instruction, 12(1), 737-750 Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15, 129-138. https://doi.org/10.1046/j.1365-2729.1999.00145.x Marques B , Silva S, Alves J, Rocha A, Dias P, Santos B S (2022). Remote collaboration in maintenance contexts using augmented reality: insights from a participatory process. International Journal on Interactive Design and Manufacturing, 1–20. https://doi.org/10.1007/s12008-021-00798-6 Mathieu, J. E., Rapp, T. L., Maynard, M. T., & Mangos, P. M. (2010). Interactive effects of team and task shared mental models as related to air traffic controllers’ collective efficacy and effectiveness. Human Performance, 23(1), 22-40. McCoy, L. P. (1991). The effect of geometry tool software on high school geometry achievement. Journal of Computers in Mathematics and Science Teaching, 10(3), 51-57. McLaren, B. M., Rummel, N., Pinkwart, N., Tsovaltzi, D., Harrer, A., & Scheuer, O. (2008, September). Learning chemistry through collaboration: A wizard-of-Oz study of adaptive collaboration support. In Proceedings of the Workshop on Intelligent Support for Exploratory Environments at the 3rd European Conference on Technology Enhanced Learning. Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12), 1321-1329. Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1995, December). Augmented reality: A class of displays on the reality-virtuality continuum. In Telemanipulator and Telepresence Technologies (Vol. 2351, pp. 282-292). Spie. Moreno, L., Gonzalez, C., Castilla, I., Gonzalez, E., & Sigut, J. (2007). Applying a constructivist and collaborative methodological approach in engineering education. Computers & Education, 49(3), 891–915. https://doi.org/10.1016/j.compedu.2005.12.004 Morell, V. (1994). Novel course III: Undergrad Labs“Get Real”. Science, 266(5186), 870-872. Parameswaran, S. (2017, June). Social presence in social media: Persuasion, design and discourse. In Proceedings of the 2017 ACM SIGMIS Conference on Computers and People Research (pp. 205-206). https://doi.org/10.1145/3084381.3084428 Pejsa, T., Kantor, J., Benko, H., Ofek, E., & Wilson, A. (2016, February). Room2Room: Enabling life-size telepresence in a projected augmented reality environment. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work and Social Computing (pp. 1716–1725). ACM. https://doi.org/10.1145/2818048.2819965 Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2020). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies, 25(4), 2481–2520. https://doi.org/10.1007/s10639-019-10076-4 Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan. Piumsomboon, T., Dey, A., Ens, B., Lee, G., & Billinghurst, M. (2019). The effects of sharing awareness cues in collaborative mixed reality. Frontiers in Robotics and AI, 6, 5. https://doi.org/10.3389/frobt.2019.00005 Piumsomboon, T., Lee, G. A., Hart, J. D., Ens, B., Lindeman, R. W., Thomas, B. H., & Billinghurst, M. (2018, April). Mini-me: An adaptive avatar for mixed reality remote collaboration. In Proceedings of the 2018 CHI conference on human factors in computing systems (pp. 1-13). https://doi.org/10.1145/3173574.3173620 Piumsomboon T, Lee Y, Lee G A, Dey A, &Billinghurst M. (2017, July). Empathic mixed reality: sharing what you feel and interacting with what you see. In 2017 International Symposium on Ubiquitous Virtual Reality (pp. 38–41). IEEE. https://doi.org/10.1109/ISUVR.2017.20 Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543. https://doi.org/10.1007/s00779-13-747-y Reeves, S. M., & Crippen, K. J. (2021). Virtual laboratories in undergraduate science and engineering courses: A systematic review, 2009–2019. Journal of Science Education and Technology, 30(1), 16–30. https://doi.org/10.1007/s10956-020-09866-0 Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65–83. https://doi.org/10.1007/s10648-007-9042-7 Rogers, Y., Scaife, M., Gabrielli, S., Smith, H., & Harris, E. (2002). A conceptual framework for mixed reality environments: Designing novel learning activities for young children. Presence, 11(6), 677-686. https://doi.org/10.1162/105474602321050776 Rowe, A. (2014). Designing for engagement in mixed reality experiences that combine projection mapping and camera-based interaction. Digital Creativity, 25(2), 155–168. https://doi.org/10.1080/14626268.2013.835737 Salmi, H., Thuneberg, H., & Vainikainen, M.-P. (2017). Making the invisible observable by augmented reality in informal science education context. International Journal of Science Education, Part B, 7(3), 253–268. https://doi.org/10.1080/21548455.2016.1254358 Sasikumar, P., Chittajallu, S., Raj, N., Bai, H., & Billinghurst, M. (2021). Spatial perception enhancement in assembly training using augmented volumetric playback. Frontiers in Virtual Reality, 2, 698523. https://doi.org/10.3389/frvir.2021.698523 Schlummer, P., Abazi, A., Borkamp, R., Lauströer, J., Schulz-Schaeffer, R., Schuck, C., Pernice, W., Heusler, S., & Laumann, D. (2023). Seeing the unseen—Enhancing and evaluating undergraduate polarization experiments with interactive Mixed-Reality technology. European Journal of Physics, 44(6), 065701. https://doi.org/10.1088/1361-6404/acf0a7 Sharma, S. (2020). Improving Emergency Response Training and Decision Making Using a Collaborative Virtual Reality Environment for Building Evacuation. In C. Stephanidis, J. Y. C. Chen, & G. Fragomeni (Eds.), HCI International 2020 – Late Breaking Papers: Virtual and Augmented Reality (pp. 213–224). Springer International Publishing. https://doi.org/10.1007/978-3-030-59990-4_17 Singhal, S., & Neustaedter, C. (2017, February). Bewithme: An immersive telepresence system for distance separated couples. In Companion of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (pp. 307-310). https://doi.org/10.1145/3022198.3026310 So, H. J., & Kim, B. (2017, May). Instructional methods for CSCL: Review of case studies. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! (pp. 607-616). Routledge. Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld Computers. Journal of the Learning Sciences, 16(3), 371–413. https://doi.org/10.1080/10508400701413435 Stahl, G. (2013, January). Theories of Collaborative Cognition: Foundations for CSCL and CSCW Together. In S. P. Goggins, I. Jahnke, & V. Wulf (Eds.), Computer-Supported Collaborative Learning at the Workplace: CSCL@Work (pp. 43–63). Springer US. https://doi.org/10.1007/978-1-4614-1740-8_3 Stahl, G. (2013, April). A model of collaborative knowledge-building. In International Conference of the Learning Sciences (pp. 70-77). Psychology Press. Stahl, G., Koschmann, T., Suthers, D., & Sawyer, R. K. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 409-426). Cambridge University Press. Stajkovic, A. D., Lee, D., & Nyberg, A. J. (2009). Collective efficacy, group potency, and group performance: Meta-analyses of their relationships, and test of a mediation model. Journal of Applied Psychology, 94(3), 814–828. https://doi.org/10.1037/a0015659 Sung, H.-Y., & Hwang, G.-J. (2018). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 26(1), 118–134. https://doi.org/10.1080/10494820.2017.1283334 Suthakorn, J. (2012, March). A concept on cooperative tele-surgical system based on image-guiding and robotic technology. In 2012 Pan American Health Care Exchanges (pp. 41-45). IEEE. https://doi.org/10.1109/PAHCE.2012.6233437 Teng, M., Considine, H., Nedic, Z., & Nafalski, A. (2016). Current and future developments in the remote laboratory netLab. International Journal of Online Engineering, 12(8). https://doi.org/10.3991/ijoe.v12i08.6034 Teo, T., Lawrence, L., Lee, G., Billinghurst, M., & Adcock, M. (2019, May). Mixed reality remote collaboration combining 360 video and 3d reconstruction. In Proceedings of the CHI Conference on Human Factors in Computing Systems (pp. 1–14). ACM. https://doi.org/10.1145/3290605.3300796 Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403–418. https://doi.org/10.1111/j.1949-8594.1990.tb17229.x Tolentino, L., Birchfield, D., Megowan-Romanowicz, M. C., Johnson-Glenberg, M. C., Kelliher, A., & Martinez, C. (2009). Teaching and learning in the mixed reality science classroom. Journal of Science Education and Technology, 18(6), 501–517. https://doi.org/10.1007/s10956-009-9166-2 Vasiliadou, R. (2020). Virtual laboratories during coronavirus (COVID-19) pandemic. Biochemistry and Molecular Biology Education, 48(5), 482–483. https://doi.org/10.1002/bmb.21407 Wang, P., Bai, X., Billinghurst, M., Zhang, S., Wei, S., Xu, G., He, W., Zhang, X., & Zhang, J. (2021). 3DGAM: Using 3D gesture and CAD models for training on mixedreality remote collaboration. Multimedia Tools and Applications, 80(20), 31059–31084. https://doi.org/10.1007/s11042-020-09731-7 Wang, P., Bai, X., Billinghurst, M., Zhang, S., Zhang, X., Wang, S., He, W., Yan, Y., & Ji, H. (2021). AR/MR remote collaboration on physical tasks: A review. Robotics and Computer-Integrated Manufacturing, 72, 102071. https://doi.org/10.1016/j.rcim.2020.102071 Wang, S. L., & Lin, S. S. J. (2007). The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior, 23(5), 2256-2268. https://doi.org/10.1016/j.chb.2006.03.005 Wang, P., Zhang, S., Bai, X., Billinghurst, M., He, W., Sun, M., ... & Ji, H. (2019). 2.5 DHANDS: a gesture-based MR remote collaborative platform. The International Journal of Advanced Manufacturing Technology, 102, 1339-1353. https://doi.org/10.1007/s00170-018-03237-1 Wang, P., Zhang, S., Billinghurst, M., Bai, X., He, W., Wang, S., ... & Zhang, X. (2020). A comprehensive survey of AR/MR-based co-design in manufacturing. Engineering with Computers, 36, 1715-1738. https://doi.org/10.1007/s00366-019-00792-3 Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B., Nurabadi, A., & Handayani, L. (2020, November). Student learning motivation: a conceptual paper. In 2nd Early Childhood and Primary Childhood Education (pp. 275-278). Atlantis Press. https://doi.org/10.2991/assehr.k.201112.049 Watson, C. B., Chemers, M. M., & Preiser, N. (2001). Collective efficacy: A multilevel analysis. Personality and Social Psychology Bulletin, 27(8), 1057-1068. https://doi.org/10.1177/0146167201278012 Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-Dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1–64. https://doi.org/10.2307/1169967 Wu, T. Y., Gong, J., Seyed, T., & Yang, X. D. (2019, October). Proxino: enabling prototyping of virtual circuits with physical proxies. In Proceedings of the 32nd Annual ACM Symposium on User Interface Software and Technology (pp. 121-132). https://doi.org/10.1145/3332165.3347938 Yan, Y., Bai, X., He, W., Wang, S., Zhang, X., Wang, P., Liu, L., & Zhang, B. (2023). Can you notice my attention? A novel information vision enhancement method in MR remote collaborative assembly. The International Journal of Advanced Manufacturing Technology, 127(3–4), 1835–1857. https://doi.org/10.1007/s00170-023-11652-2 Yang, M. T., & Liu, T. C. (2007). Research and development of web-based virtual on-line classroom. Computers & Education, 48(2), 171–184. https://doi.org/10.1016/j.compedu.2004.12.007 Yin, J., Qiu, A., Li, L., & Ge, S. (2024). The impacts of characteristic factors on learning satisfaction: An empirical study in gamification virtual simulation Ssstems. In Y. P. Tu & M. Chi (Eds.), E-Business. New Challenges and Opportunities for Digital-Enabled Intelligent Future (pp. 143–158). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-60324-2_12 Yoon, G.-S. (1994). The effects of instructional control, cognitive style, and prior knowledge on learning of computer-assisted instruction. Journal of Educational Technology Systems, 22(4), 357–370. https://doi.org/10.2190/8AVP-REQ0-HAHC-1YJH Zhang, X., Bai, X., Zhang, S., He, W., Wang, S., Yan, Y., ... & Liu, L. (2023). A novel MR remote collaboration system using 3D spatial area cue and visual notification. Journal of Manufacturing Systems, 67, 389-409. https://doi.org/10.1016/j.jmsy.2023.02.013 Zhang X (2020). A comprehensive survey of AR/MR-based codesign in manufacturing. Engineering with Computers, 36(4), 1715–1738. https://doi.org/10.1007/s00366-019-00792-3 Zemmar, A., Lozano, A. M., & Nelson, B. J. (2020). The rise of robots in surgical environments during COVID-19. Nature Machine Intelligence, 2(10), 566–572. https://doi.org/10.1038/s42256-020-00238-2 Zheng, C., Jarecki, A., & Lee, K. (2023). Integrated system architecture with mixed-reality user interface for virtual-physical hybrid swarm simulations. Scientific Reports, 13(1), 14761. https://doi.org/10.1038/s41598-023-40623-6 Zillner, J., Mendez, E., & Wagner, D. (2018, October). Augmented reality remote collaboration with dense reconstruction. In 2018 IEEE International Symposium on Mixed and Augmented Reality Adjunct (pp. 38-39). IEEE. https://doi.org/10.1109/ISMAR-Adjunct.2018.00028. Zhang, J., Sung, Y. T., Hou, H. T., & Chang, K. E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178–188. https://doi.org/10.1016/j.compedu.2014.01.003 描述 碩士
國立政治大學
圖書資訊與檔案學研究所
111155005資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111155005 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (Authors) 羅鈺涵 zh_TW dc.contributor.author (Authors) Lo, Yu-Han en_US dc.creator (作者) 羅鈺涵 zh_TW dc.creator (作者) Lo, Yu-Han en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-Sep-2024 13:54:10 (UTC+8) - dc.date.available 4-Sep-2024 13:54:10 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2024 13:54:10 (UTC+8) - dc.identifier (Other Identifiers) G0111155005 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153119 - 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) 111155005 zh_TW dc.description.abstract (摘要) 在化學實驗室中，學習者經常需要通過協作來完成化學實驗。然而，COVID-19 冠狀病毒大流行期間，學校被迫暫停實體實驗課程，導致學習者無法在實體空間中協作完成實驗活動，轉而採用語音或視訊會議等遠端協作方式來輔以進行學習。相較於語音或視訊會議，應用混合實境技術的遠端協作方式，更能夠讓學習者感受到更強烈的存在感和共存感，並為無法進入化學實驗室進行實驗活動的情況提供了一種有效的替代方案。此外，混合實境技術建立的協作系統，能有效減少化學品和廢棄物對於環境的汙染，契合綠色化學的理念。因此，本研究發展之「基於混合實境之遠端化學虛擬實驗室協作系統」旨在利用混合實境遠端協作技術，並以秒錶反應實驗作為學習主題，允許多名學習者同時進入共享空間感知資訊之虛實整合化學實驗室，並在同步的虛實整合化學實驗室協作情境中，即時觀察彼此的實驗操作與協作過程。 本研究採用準實驗研究法，以台北市某女子高中二年級兩個班級的學生合計 51 名為研究對象，並將其隨機分派為兩組進行秒錶反應化學實驗學習，其中 27 名學生為採用「教師於化學實驗室進行實體授課方式」輔以學習的控制組，剩餘 24 名學生則為採用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以學習的實驗組。本研究旨在探討採用不同學習模式輔以進行秒錶反應化學實驗學習的兩組學習者，在學習成效、團體效能、學習動機，以及學習滿意度上是否具有顯著的差異。此外，也以化學先備知識及認知風格為背景變項，進一步探討不同化學先備知識及認知風格之兩組學習者，在學習成效、團體效能、學習動機，以及學習滿意度上是否具有顯著的差異。最後，本研究以半結構式深度訪談瞭解學習者對於不同學習模式的感受與看法，同時亦與兩位具有多年教學經驗之化學老師進行訪談，以此統整出本研究發展之混合實境協作系統應用於化學實驗學習上的利基，以及系統需要進一步改善的建議。 研究結果發現，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的高先備知識學習者在學習成效上顯著優於使用「教師於化學實驗室進行實體授課方式」的高先備知識學習者。在團體效能方面，採用「基於混合實境之遠端化學虛擬實驗室協作系統」與「教師於化學實驗室進行實體授課方式」兩種不同學習模式輔以進行學習的學習者，在團體效能上並無顯著的差異，但是均具有高於量表得分中位數的團體效能感受。在學習動機方面，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的高先備知識學習者在價值面向上顯著優於使用「教師於化學實驗室進行實體授課方式」的高先備知識學習者。在學習滿意度方面，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的場地獨立型學習者，在學習滿意度上顯著優於使用「教師於化學實驗室進行實體授課方式」的場地獨立型學習者。 依據研究結果及針對兩組學習者的訪談資料分析，本研究提出「基於混合實境之遠端化學虛擬實驗室協作系統」的改善建議，以及未來研究方向。整體而言，本研究將化學實驗內容結合混合實境遠端協作技術發展「基於混合實境之遠端化學虛擬實驗室協作系統」，為學習者提供一個創新的遠端協作學習工具，在無法實際進入化學實驗室的情况下，爲學習者提供了更加身臨其境的互動學習體驗。 zh_TW dc.description.abstract (摘要) In chemistry laboratories, learners often collaborate with their peers to conduct chemical experiments. However, during the COVID-19 coronavirus pandemic, schools were compelled to suspend physical laboratory classes, preventing learners from collaborating in person and necessitating the adoption of remote learning methods such as voice or video conferencing. Compared to traditional face-to-face collaboration methods, remote collaboration using mixed reality technology offers learners a stronger sense of presence and co-presence. It provides an effective alternative way for conducting chemical experiments when physical access to the chemistry laboratory is not possible. Moreover, collaboration systems built on mixed reality technology can effectively reduce environmental pollution from chemicals and waste, aligning with the principles of green chemistry. Therefore, this study aims to develop a “remote collaborative learning system of virtual chemical laboratory based on mixed reality” focused on “chemical clock reaction” as the target learning topic. This system allows multiple learners to enter a shared space and perceive information in an integrated virtual and real environment of the chemistry laboratory, facilitating real-time observation of each other’s experiment operations and collaboration processes. This study utilized a quasi-experimental research design involving 51 students from two 11th-grade classes at a girls’ high school in Taipei City, Taiwan. They were randomly assigned to two groups to learn the “chemical clock reaction.” The control group comprised 27 students who received traditional, in-person teaching in the chemistry laboratory, while the experimental group consisted of 24 students who used a “remote collaborative learning system of virtual chemical laboratory based on mixed reality” for their learning activities. The study aimed to investigate potential significant differences between the two groups in terms of learning performance, group efficacy, learning motivation, and learning satisfaction. Additionally, prior knowledge and cognitive styles were considered as background variables to examine differences in learning performance, group efficacy, learning motivation, and satisfaction between the two groups. Furthermore, semi-structured in-depth interviews were conducted to gather insights into students’ perceptions and opinions regarding two different learning modes. Simultaneously, interviews were also conducted with two experienced chemistry teachers to incorporate their perspectives. This process aimed to synthesize recommendations for enhancing the development of the mixed reality collaboration system applied to chemistry experiment learning in this study. The study found that learners with high prior knowledge using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” significantly outperformed traditional in-person teaching in the chemistry laboratory in terms of learning performance. In terms of group efficacy, no significant differences were observed between learners using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” and those using the traditional in-person teaching method in the chemistry laboratory, but both groups demonstrated learning performance above the median on the scale. Regarding learning motivation, learners with high prior knowledge using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” showed significantly higher scores in the value dimension compared to those using the traditional in-person teaching method in the chemistry laboratory. In terms of learning satisfaction, field-independent learners using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” showed significantly higher satisfaction levels than their counterparts using the traditional in-person teaching method in the physical chemistry laboratory. Based on the research findings and learner interviews, this study proposes recommendations for improving the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” and suggests future research directions. Overall, this study integrates chemical experiment content with mixed reality remote collaboration technology to develop the “remote collaborative learning system of virtual chemical laboratory based on mixed reality.” This system offers learners an innovative remote collaborative learning tool, providing a more immersive and interactive learning experience for situations where physical access to a chemistry laboratory is not feasible. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 6 第三節 研究問題 7 第四節 研究範圍與限制 8 第五節 重要名詞解釋 9 第二章 文獻探討 11 第一節遠端協作工作的發展與應用 11 第二節 電腦輔助協作學習 15 第三節 混合實境於教學應用 19 第四節 影響科技輔助學習成效之因素 21 第三章 系統設計 24 第一節 系統設計理念 24 第二節 學習內容設計 26 第三節 系統運作流程 28 第四節 系統介面功能 30 第四節 系統開發環境 46 第四章 研究設計與實施 49 第一節 研究架構 49 第二節 研究方法 53 第三節 研究對象 53 第四節 實驗設計與流程 54 第五節 研究工具 58 第六節 資料處理與分析 62 第七節 研究實施步驟 64 第五章 實驗結果分析 66 第一節 兩組學習者在學習成效、團體效能、學習動機，以及學習滿意度之差異分析 66 第二節 採用不同學習模式輔以進行秒錶反應化學實驗學習之高低不同先備知識學習者，在學習成效、團體效能、學習動機，以及學習滿意度之差異分析 76 第三節 採用不同學習模式輔以進行秒錶反應化學實驗學習之高低不同認知風格學習者，在學習成效、團體效能、學習動機，以及學習滿意度之差異分析 88 第四節 訪談質性資料分析 99 第五節 綜合討論 112 第六章 結論與建議 122 第一節 結論 123 第二節 「基於混合實境之遠端化學虛擬實驗室協作系統」改善建議 128 第三節 未來研究方向 130 參考文獻 132 附錄一 實驗參與同意書 152 附錄二 秒錶反應實驗化學知識測驗卷 154 附錄三 團體藏圖測驗 157 附錄四 團體效能量表 165 附錄五 學習動機量表 167 附錄六 學習滿意度問卷 170 附錄七 半結構式訪談大綱 172 zh_TW dc.format.extent 4479934 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111155005 en_US dc.subject (關鍵詞) 協作學習 zh_TW dc.subject (關鍵詞) 混合實境 zh_TW dc.subject (關鍵詞) 學習成效 zh_TW dc.subject (關鍵詞) 團體效能 zh_TW dc.subject (關鍵詞) 學習動機 zh_TW dc.subject (關鍵詞) 學習滿意度 zh_TW dc.subject (關鍵詞) Collaborative learning en_US dc.subject (關鍵詞) Mixed reality en_US dc.subject (關鍵詞) Learning performance en_US dc.subject (關鍵詞) Group efficacy en_US dc.subject (關鍵詞) Learning motivation en_US dc.subject (關鍵詞) Learning satisfaction en_US dc.title (題名) 發展基於混合實境之遠端化學虛擬實驗室協作系統促進學習成效 zh_TW dc.title (題名) Developing a Remote Collaborative Learning System of Virtual Chemical Laboratory based on Mixed Reality to Facilitate Learning Performance en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文文獻 吳裕益(1987)。認知能力與認知型態個別差異現象之探討。教育期刊，7，253-300。 二、英文文獻 Aardema, F., O'Connor, K., Côté, S., & Taillon, A. (2010). Virtual reality induces dissociation and lowers sense of presence in objective reality. Cyberpsychology, Behavior, and Social Networking, 13(4), 429-435. https://doi.org/10.1089/cyber.2009.0164 Abler, R., & Wells, I. (2005). Distributed engineering education: Evolution of the telecollaboration stations for individualized distance learning. IEEE Transactions on Education, 48(3), 490-496. https://doi.org/10.1109/TE.2005.849757 Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002 Akkil, D., James, J. M., Isokoski, P., & Kangas, J. (2016, May). GazeTorch: enabling gaze awareness in collaborative physical tasks. In Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems (pp. 1151-1158). https://doi.org/10.1145/2851581.2892459 Ali, N., Ullah, S., Alam, A., & Rafique, J. (2014). 3D interactive virtual chemistry laboratory for simulation of high school experiments. Proceedings of Eurasia Graphics, 1-6. Ali, N., & Ullah, S. (2020). Review to analyze and compare virtual chemistry laboratories for their use in education. Journal of Chemical Education, 97(10), 3563–3574. https://doi.org/10.1021/acs.jchemed.0c00185 Allinson, C. W., & Hayes, J. (1996). The cognitive style index: A measure of intuition-analysis for organizational research. Journal of Management Studies, 33(1), 119-135. https://doi.org/10.1111/j.1467-6486.1996.tb00801.x American Chemical Society. (2012). Creating safety cultures in academic institutions: A report of the safety culture task force of the ACS Committee on chemical safety. ACS, Washington. Anastas, P. T., & Warner, J. C. (1998). Green chemistry: Theory and practice. Oxford University Press. Anton, D., Kurillo, G., & Bajcsy, R. (2018). User experience and interaction performance in 2D/3D telecollaboration. Future Generation Computer Systems, 82, 77–88. https://doi.org/10.1016/j.future.2017.12.055 Arrington, C. A., Hill, J. B., Radfar, R., Whisnant, D. M., & Bass, C. G. (2008). Peer mentoring in the general chemistry and organic chemistry laboratories. The pinacol rearrangement: an exercise in NMR and IR spectroscopy for general chemistry and organic chemistry laboratories. Journal of Chemical Education, 85(2), 288. https://doi.org/10.1021/ed085p288 Autor, D. (2014). Polanyi's paradox and the shape of employment growth (No. w20485). National Bureau of Economic Research. https://doi.org/10.3386/w20485 Ayas, A., & Demirbas, A. (1997). Turkish secondary students’ conceptions of the introductory concepts. Journal of Chemical Education, 74(5), 518. https://doi.org/10.1021/ed074p518 Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385. Babalola, B. A. (1979) The relationship between field-independent/field-dependent cognitive styles and academic achievements in mathematics and science subjects among nigerian secondary schools students. Journal of Science Teachers’ Association of Nigeria, 18(I), 40-48. Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133–149. Baecker, R. M. (Ed.). (1993). Readings in groupware and computer-supported cooperative work: Assisting human-human collaboration. Morgan Kaufmann. Bafoustou, G., & Mentzas, G. (2002). Review and functional classification of collaborative systems. International Journal of Information Management, 22, 281-305. https://doi.org/10.1016/S0268-4012(02)00013-0 Bagcı, N., & Simsek, S. (1999). The influence of different teaching methods in teaching physics subjects on student's success. The Journal of Gazi Education Faculty, 19(3), 79-88. Bandura, A., Freeman, W. H., & Lightsey, R. (1997). Self-efficacy: The exercise of control. Macmillan. Bayon, V., Wilson, R., Stanton, D., & Boltman, A. (2003). Mixed reality storytelling environments. Virtual Reality, 7(1), 54–63. https://doi.org/10.1007/s10055-003-0109-6 Bekar, S. (1996). The influence of lab based science teaching on student’s success. Unpublished Master Thesis. Ankara. Gazi University, Institute of Science. Benavides, X., Amores, J., & Maes, P. (2015, November). Remot-IO: A System for Reaching into the Environment of a Remote Collaborator. In Adjunct Proceedings of the 28th Annual ACM Symposium on User Interface Software & Technology (pp. 99-100). Beyoglu, D., Hursen, C., & Nasiboglu, A. (2020). Use of mixed reality applications in teaching of science. Education and Information Technologies, 25(5), 4271–4286. https://doi.org/10.1007/s10639-020-10166-8 Bian, Y., Zhou, C., Chen, Y., Zhao, Y., Liu, J., & Yang, C. (2020). The Role of the Field Dependence-independence Construct on the Flow-performance Link in Virtual Reality. Symposium on Interactive 3D Graphics and Games, 1–9. https://doi.org/10.1145/3384382.3384529 Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university 5e. McGraw-hill education (UK). Birkeland, H., Khalil, M., & Wasson, B. (2022). Understanding collaboration in virtual labs: A learning analytics framework development. In International Conference on Interactive Collaborative Learning (pp. 192-203). Cham: Springer International Publishing. Browne, R. F. (2002). Automated tutorial and assignment assessment. Educational Technology & Society, 5(1), 119–123. Bryant, R. J., & Edmunt, A. M. (1987). They like lab-centered science. The Science Teacher, 54(8), 42-45. Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia Tools and Applications, 51, 341-377. https://doi.org/10.1007/s11042-010-0660-6 Chang, H.-Y., Liang, J.-C., & Tsai, C.-C. (2020). Students' context-specific epistemic justifications, prior knowledge, engagement, and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29(3), 399–408. https://doi.org/10.1007/s10956-020-09825-9 Checa, D., Miguel-Alonso, I., & Bustillo, A. (2023). Immersive virtual-reality computer-assembly serious game to enhance autonomous learning. Virtual Reality, 27(4), 3301–3318. https://doi.org/10.1007/s10055-021-00607-1 Chen X, Gao S, Guo S, Bai J (2012) A fexible assembly retrieval approach for model reuse. Computer-Aided Design, 44(6), 554–574. https://doi.org/10.1016/j.cad.2012.02.001 Chen, C. M., Li, M. C., & Tu, C. C. (2024). A mixed reality-based chemistry experiment learning system to facilitate chemical laboratory safety education. Journal of Science Education and Technology, 1-21. https://doi.org/10.1007/s10956-024-10101-3 Chen, M.-P., Wong, Y.-T., & Wang, L.-C. (2014). Effects of type of exploratory strategy and prior knowledge on middle school students’ learning of chemical formulas from a 3D role-playing game. Educational Technology Research and Development, 62(2), 163–185. https://doi.org/10.1007/s11423-013-9324-3 Chiu, J. L., DeJaegher, C. J., & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students' understanding of gas properties. Computers & Education, 85, 59–73. https://doi.org/10.1016/j.compedu.2015.02.007 Choi, S. H., Kim, M., & Lee, J. Y. (2018). Situation-dependent remote AR collaborations: Image-based collaboration using a 3D perspective map and live video-based collaboration with a synchronized VR mode. Computers in Industry, 101, 51–66. https://doi.org/10.1016/j.compind.2018.06.006 Cohen, B. P., & Cohen, E. G. (1991). From groupwork among children to R&D teams: Interdependence, interaction and productivity. Advances in Group Processes, 8, 205-225. Cox, M. D. (2004). Faculty Learning Community Program Director’s and Facilitator’s Handbook. Miami University. Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. Ardent Media. D’Aiello, A. F., Cabitza, F., Natali, C., Viganò, S., Ferrero, P., Bognoni, L., Pasqualin, G., Giamberti, A., & Chessa, M. (2023). The effect of holographic heart models and mixed reality for anatomy learning in congenital heart disease: an exploratory study. Journal of Medical Systems, 47(1), 64. https://doi.org/10.1007/s10916-023-01959-8 D’Angelo, S., & Gergle, D. (2018, April). An eye for design: gaze visualizations for remote collaborative work. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-12). https://doi.org/10.1145/3173574.3173923 Desai, K., Belmonte, U. H. H., Jin, R., Prabhakaran, B., Diehl, P., Ramirez, V. A., ... & Gans, M. (2017, April). Experiences with multi-modal collaborative virtual laboratory (mmcvl). In 2017 IEEE Third International Conference on Multimedia Big Data (BigMM) (pp. 376-383). IEEE. https://doi.org/10.1109/BigMM.2017.62 Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1-19). Elsevier Science. Dillenbourg, P., & Traum, D. (1999, December). Does a shared screen make a shared solution? In Proceedings of the 1999 conference on computer support for collaborative learning (pp. 14–es). International Society of the Learning Sciences. Dochy, F. J. R. C., & Alexander, P. A. (1995). Mapping prior knowledge: A framework for discussion among researchers. European Journal of Psychology of Education, 10(3), 225–242. Dori, Y., Sasson, I., Kaberman, Z., & Herscovitz, O. (2004). Integrating case-based computerized laboratories into high school chemistry. The Chemical Educator, 9(1), 4–8. Druta, R., Druta, C., Negirla, P., & Silea, I. (2021). A review on methods and systems for remote collaboration. Applied Sciences, 11(21), 10035. https://doi.org/10.3390/app112110035 Ens, B., Lanir, J., Tang, A., Bateman, S., Lee, G., Piumsomboon, T., & Billinghurst, M. (2019). Revisiting collaboration through mixed reality: The evolution of groupware. International Journal of Human-Computer Studies, 131, 81–98. https://doi.org/10.1016/j.ijhcs.2019.05.011 Elmoazen, R., Saqr, M., Khalil, M., et al. (2023). Learning analytics in virtual laboratories: a systematic literature review of empirical research. Smart Learning Environments, 10(1), 23. https://doi.org/10.1186/s40561-023-00244-y Fasching, J. L., & Erickson, B. L. (1985). Group discussions in the chemistry classroom and the problem-solving skills of students. Journal of Chemical Education, 62(10), 842–848. https://doi.org/10.1021/ed062p842 Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 Fussell, S. R., Kraut, R. E., & Siegel, J. (2000, December). Coordination of communication: Effects of shared visual context on collaborative work. In Proceedings of the 2000 ACM conference on Computer Supported Cooperative Work (pp. 21-30). https://doi.org/10.1145/358916.358947 Fussell, S. R., Setlock, L. D., & Kraut, R. E. (2003, April). Effects of head-mounted and scene-oriented video systems on remote collaboration on physical tasks. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 513-520). https://doi.org/10.1145/642611.64270 Fussell, S. R., Setlock, L. D., & Parker, E. M. (2003, April). Where do helpers look? Gaze targets during collaborative physical tasks. In CHI EA '03: CHI '03 Extended Abstracts on Human Factors in Computing Systems (pp. 768-769). https://doi.org/10.1145/765891.765980 Fussell, S. R., Setlock, L. D., Yang, J., Ou, J., Mauer, E., & Kramer, A. D. I. (2004). Gestures over video streams to support remote collaboration on physical tasks. Human–Computer Interaction, 19(3), 273–309. https://doi.org/10.1207/s15327051hci1903_3 García-Pereira I, Portalés C, Gimeno J, Casas S (2020) A collaborative augmented reality annotation tool for the inspection of prefabricated buildings. Multimedia Tools and Applications, 79(9), 6483–6501. https://doi.org/10.1007/s11042-019-08419-x Gero, J. S., & Tversky, B. (2004, July). Visual and spatial reasoning in design iii. In 3rd International Conference on Visual and Spatial Reasoning in Design Massachusetts Institute of Technology. (pp. 163-182) Gully, S. M., Incalcaterra, K. A., Joshi, A., & Beaubien, J. M. (2002). A meta-analysis of team-efficacy, potency, and performance: Interdependence and level of analysis as moderators of observed relationships. Journal of Applied Psychology, 87(5), 819–832. https://doi.org/10.1037/0021-9010.87.5.819 Gupta, K., Lee, G. A., & Billinghurst, M. (2016). Do you see what I see? The effect of gaze tracking on task space remote collaboration. IEEE Transactions on Visualization and Computer Graphics, 22(11), 2413–2422. https://doi.org/10.1109/TVCG.2016.2593778 Gurevich P, Lanir J, Cohen B (2015) Design and implementation of teleadvisor: a projection-based augmented reality system for remote collaboration. Computer Supported Cooperative Work, 24(6), 527–562. https://doi.org/10.1007/s10606-015-9232-7 Guzmán, J. L., & Joseph, B. (2021). Web-based virtual lab for learning design, operation, control, and optimization of an anaerobic digestion process. Journal of Science Education and Technology, 30(3), 319–330. https://doi.org/10.1007/s10956-020-09860-6 Goddard, T. D., Brilliant, A. A., Skillman, T. L., Vergenz, S., Tyrwhitt-Drake, J., Meng, E. C., & Ferrin, T. E. (2018). Molecular visualization on the holodeck. Journal of Molecular Biology, 430(21), 3982–3996. https://doi.org/10.1016/j.jmb.2018.06.040 Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30. Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American Journal of Pharmaceutical Education, 72(5), 113. Han, J., & Liu, G. (2023). Prior knowledge as a moderator between signaling and learning performance in immersive virtual reality laboratories. Frontiers in Psychology, 14, 1118174. https://doi.org/10.3389/fpsyg.2023.1118174 Hauze, S. W., Hoyt, H. H., Frazee, J. P., Greiner, P. A., & Marshall, J. M. (2019). Enhancing nursing education through affordable and realistic holographic mixed reality: The virtual standardized patient for clinical simulation. Biomedical Visualisation, 1, 1-13. https://doi.org/10.1007/978-3-030-06070-1_1 Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201–217. https://doi.org/10.2307/1170311 Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106 Hu-Au, E., & Okita, S. (2021). Exploring differences in student learning and behavior between real-life and virtual reality chemistry laboratories. Journal of Science Education and Technology, 30(6), 862–876. https://doi.org/10.1007/s10956-021-09925-0 Huang, W., & Alem, L. (2013). Gesturing in the Air: Supporting Full Mobility in Remote Collaboration on Physical Tasks. J.UCS Journal of Universal Computer Science, 19(8), 1158-1174. Huang, W., Alem, L., & Tecchia, F. (2013, September). HandsIn3D: supporting remote guidance with immersive virtual environments. In Human-Computer Interaction–INTERACT 2013: 14th IFIP TC 13 International Conference (pp. 70-77). https://doi.org/10.1007/978-3-642-40483-2_5 Huang, W., Alem, L., Tecchia, F., & Duh, H. B.-L. (2018). Augmented 3D hands: A gesture-based mixed reality system for distributed collaboration. Journal on Multimodal User Interfaces, 12(2), 77–89. https://doi.org/10.1007/s12193-017-0250-2 Huang, R., Zhang, S., Bai, X., Xu, C., & Huang, B. (2015). An effective subpart retrieval approach of 3D CAD models for manufacturing process reuse. Computers in Industry, 67, 38-53. https://doi.org/10.1016/j.compind.2014.12.001 Huri, N. H. D., & Karpudewan, M. (2019). Evaluating the effectiveness of integrated STEM-lab activities in improving secondary school students’ understanding of electrolysis. Chemistry Education Research and Practice, 20(3), 495–508. https://doi.org/10.1039/C9RP00021F Isenhour, P., Carroll, J., Neale, D., Rosson, M., & Dunlap, D. (2000). The virtual school: An integrated collaborative environment for the classroom. Journal of Educational Technology & Society, 3(3), 74-86. Jara, C. A., Candelas, F. A., Torres, F., Dormido, S., Esquembre, F., & Reinoso, O. (2009). Real-time collaboration of virtual laboratories through the Internet. Computers & Education, 52(1), 126–140. https://doi.org/10.1016/j.compedu.2008.07.007 Jeong, H., & Hmelo-Silver, C. E. (2016). Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? Educational Psychologist, 51(2), 247–265. https://doi.org/10.1080/00461520.2016.1158654 Johansen, R., (1988). Groupware : Computer support for business teams. Free Press. New York, United States. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company. Edina, Minnesota. Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: Two science studies. Journal of Educational Psychology, 106(1), 86–104. https://doi.org/10.1037/a0034008 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. Retrieved from https://doi.org/10.1111/jan.13031 Kalmar, E., Aarts, T., Bosman, E., Ford, C., de Kluijver, L., Beets, J., ... & van der Sanden, M. (2022). The COVID-19 paradox of online collaborative education: When you cannot physically meet, you need more social interactions. Heliyon, 8(1). e08823. https://doi.org/10.1016/j.heliyon.2022.e08823 Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers’ engagement and students’ satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274–284. https://doi.org/10.1016/j.tate.2016.12.018 Khalid, S., Ullah, S., & Ali, N. (2016). The effect of task distribution model on student learning and performance in collaborative virtual environment. Sindh University Research Journal-SURJ, 48(3), 235-239. Kim, S., Billinghurst, M., & Lee, G. (2018). The effect of collaboration styles and view independence on video-mediated remote collaboration. Computer Supported Cooperative Work, 27(3), 569–607. https://doi.org/10.1007/s10606-018-9324-2 Kim, S., Lee, G. A., Sakata, N., Dünser, A., Vartiainen, E., & Billinghurst, M. (2013, October). Study of augmented gesture communication cues and view sharing in remote collaboration. In 2013 IEEE International Symposium on Mixed and Augmented Reality (pp. 261-262). IEEE. https://doi.org/10.1109/ISMAR.2013.6671795 Kirschner, P. A., & Erkens, G. (2013). Toward a framework for CSCL research. Educational Psychologist, 48(1), 1–8. https://doi.org/10.1080/00461520.2012.750227 Koretsky, M. D., Amatore, D., Barnes, C., & Kimura, S. (2008). Enhancement of student learning in experimental design using a virtual laboratory. IEEE Transactions on Education, 51(1), 76-85. https://doi.org/10.1109/TE.2007.906894 Kozma, R. B. (2000). The use of multiple representations and the social construction of understanding in chemistry. In M. Jacobson & R. Kozma (Eds.), Innovations in Science and Mathematics Education (pp. 11-46). Erlbaum. Kozma, R., Chin, E., Russell, J., & Marx, N. (2000). The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. The Journal of the Learning Sciences, 9(2), 105–143. https://doi.org/10.1207/s15327809jls0902_1 Kraut, R. E., Fussell, S. R., & Siegel, J. (2003). Visual information as a conversational resource in collaborative physical tasks. Human–Computer Interaction, 18(1–2), 13–49. https://doi.org/10.1207/S15327051HCI1812_2 Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335-353. https://doi.org/10.1016/S0747-5632(02)00057-2 Kritzler M, Murr M, &Michahelles F (2016, November). Remotebob: Support of on-site workers via a telepresence remote expert system. In Proceedings of the 6th International Conference on the Internet of Things (pp. 7–14). https://doi.org/10.1145/2991561.2991571 Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091 Ladwig, P., & Geiger, C. (2019, March). A literature review on collaboration in mixed reality. In Smart Industry & Smart Education: In Proceedings of the 15th International Conference on Remote Engineering and Virtual Instrumentation (pp. 591-600). Springer International Publishing. https://doi.org/10.1007/978-3-319-95678-7_65 Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M., & Muukkonen, H. (1999). Computer supported collaborative learning: A review. The JHGI Giesbers Reports on education, 10, 1999. Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in science. Handbook of Research on Science Teaching and Learning, 94-130. Le Chénéchal, M., Duval, T., Gouranton, V., Royan, J., & Arnaldi, B. (2016, March). Vishnu: virtual immersive support for helping users an interaction paradigm for collaborative remote guiding in mixed reality. In 2016 IEEE Third VR International Workshop on Collaborative Virtual Environments (pp. 9-12). IEEE. https://doi.org/10.1109/3DCVE.2016.7563559 Lee, K. (2012). Augmented reality in education and training. TechTrends, 56, 13-21. Lee, G., Kim, S., Lee, Y., Dey, A., Piumsomboon, T., Norman, M., & Billinghurst, M. (2017, January). Mutually shared gaze in augmented video conference. In Adjunct Proceedings of the 2017 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2017 (pp. 79-80). Institute of Electrical and Electronics Engineers. https://doi.org/10.1007/s11528-012-0559-3 Lin, P. C., & Chen, H. M. (2016). The effects of flipped classroom on learning effectiveness: Using learning satisfaction as the mediator. World Transactions on Engineering and Technology Education, 14(2), 231-244. https://doi.org/10.1016/j.edurev.2019.05.003 Lindgren, R., & Johnson-Glenberg, M. C. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445-452. https://doi.org/10.3102/0013189X13511661 Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174–187. https://doi.org/10.1016/j.compedu.2016.01.001 Ludvigsen, S., & Arnseth, H. C. (2017). Computer-supported collaborative learning. Technology Enhanced Learning: Research Themes, 47-58. https://doi.org/10.1007/978-3-319-02600-8_5 Ludvigsen, S., & Mørch, A. (2010). Computer-supported collaborative learning: Basic concepts, multiple perspectives, and emerging trends. The International Encyclopedia of Education, 5, 290-296. https://doi.org/10.1016/B978-0-08-044894-7.00493-0 MacCallum, K., & Jamieson, J. (2017, October). Exploring augmented reality in education viewed through the affordance lens. In Proceedings of the 8th Annual Conference of Computing and Information Technology Education and Research in New Zealand (pp. 114-120). Mardini, G. H., & Mah’d, O. A. (2022). Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence. Journal of Accounting Education, 61, 100814. https://doi.org/10.1016/j.jaccedu.2022.100814 Margunayasa, I G., Dantes, N., Marhaeni, A.A.I.N., & Suastra, I W. (2019). The effect of guided inquiry learning and cognitive style on science learning achievement. International Journal of Instruction, 12(1), 737-750 Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15, 129-138. https://doi.org/10.1046/j.1365-2729.1999.00145.x Marques B , Silva S, Alves J, Rocha A, Dias P, Santos B S (2022). Remote collaboration in maintenance contexts using augmented reality: insights from a participatory process. International Journal on Interactive Design and Manufacturing, 1–20. https://doi.org/10.1007/s12008-021-00798-6 Mathieu, J. E., Rapp, T. L., Maynard, M. T., & Mangos, P. M. (2010). Interactive effects of team and task shared mental models as related to air traffic controllers’ collective efficacy and effectiveness. Human Performance, 23(1), 22-40. McCoy, L. P. (1991). The effect of geometry tool software on high school geometry achievement. Journal of Computers in Mathematics and Science Teaching, 10(3), 51-57. McLaren, B. M., Rummel, N., Pinkwart, N., Tsovaltzi, D., Harrer, A., & Scheuer, O. (2008, September). Learning chemistry through collaboration: A wizard-of-Oz study of adaptive collaboration support. In Proceedings of the Workshop on Intelligent Support for Exploratory Environments at the 3rd European Conference on Technology Enhanced Learning. Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12), 1321-1329. Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1995, December). Augmented reality: A class of displays on the reality-virtuality continuum. In Telemanipulator and Telepresence Technologies (Vol. 2351, pp. 282-292). Spie. Moreno, L., Gonzalez, C., Castilla, I., Gonzalez, E., & Sigut, J. (2007). Applying a constructivist and collaborative methodological approach in engineering education. Computers & Education, 49(3), 891–915. https://doi.org/10.1016/j.compedu.2005.12.004 Morell, V. (1994). Novel course III: Undergrad Labs“Get Real”. Science, 266(5186), 870-872. Parameswaran, S. (2017, June). Social presence in social media: Persuasion, design and discourse. In Proceedings of the 2017 ACM SIGMIS Conference on Computers and People Research (pp. 205-206). https://doi.org/10.1145/3084381.3084428 Pejsa, T., Kantor, J., Benko, H., Ofek, E., & Wilson, A. (2016, February). Room2Room: Enabling life-size telepresence in a projected augmented reality environment. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work and Social Computing (pp. 1716–1725). ACM. https://doi.org/10.1145/2818048.2819965 Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2020). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies, 25(4), 2481–2520. https://doi.org/10.1007/s10639-019-10076-4 Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan. Piumsomboon, T., Dey, A., Ens, B., Lee, G., & Billinghurst, M. (2019). The effects of sharing awareness cues in collaborative mixed reality. Frontiers in Robotics and AI, 6, 5. https://doi.org/10.3389/frobt.2019.00005 Piumsomboon, T., Lee, G. A., Hart, J. D., Ens, B., Lindeman, R. W., Thomas, B. H., & Billinghurst, M. (2018, April). Mini-me: An adaptive avatar for mixed reality remote collaboration. In Proceedings of the 2018 CHI conference on human factors in computing systems (pp. 1-13). https://doi.org/10.1145/3173574.3173620 Piumsomboon T, Lee Y, Lee G A, Dey A, &Billinghurst M. (2017, July). Empathic mixed reality: sharing what you feel and interacting with what you see. In 2017 International Symposium on Ubiquitous Virtual Reality (pp. 38–41). IEEE. https://doi.org/10.1109/ISUVR.2017.20 Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543. https://doi.org/10.1007/s00779-13-747-y Reeves, S. M., & Crippen, K. J. (2021). Virtual laboratories in undergraduate science and engineering courses: A systematic review, 2009–2019. Journal of Science Education and Technology, 30(1), 16–30. https://doi.org/10.1007/s10956-020-09866-0 Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65–83. https://doi.org/10.1007/s10648-007-9042-7 Rogers, Y., Scaife, M., Gabrielli, S., Smith, H., & Harris, E. (2002). A conceptual framework for mixed reality environments: Designing novel learning activities for young children. Presence, 11(6), 677-686. https://doi.org/10.1162/105474602321050776 Rowe, A. (2014). Designing for engagement in mixed reality experiences that combine projection mapping and camera-based interaction. Digital Creativity, 25(2), 155–168. https://doi.org/10.1080/14626268.2013.835737 Salmi, H., Thuneberg, H., & Vainikainen, M.-P. (2017). Making the invisible observable by augmented reality in informal science education context. International Journal of Science Education, Part B, 7(3), 253–268. https://doi.org/10.1080/21548455.2016.1254358 Sasikumar, P., Chittajallu, S., Raj, N., Bai, H., & Billinghurst, M. (2021). Spatial perception enhancement in assembly training using augmented volumetric playback. Frontiers in Virtual Reality, 2, 698523. https://doi.org/10.3389/frvir.2021.698523 Schlummer, P., Abazi, A., Borkamp, R., Lauströer, J., Schulz-Schaeffer, R., Schuck, C., Pernice, W., Heusler, S., & Laumann, D. (2023). Seeing the unseen—Enhancing and evaluating undergraduate polarization experiments with interactive Mixed-Reality technology. European Journal of Physics, 44(6), 065701. https://doi.org/10.1088/1361-6404/acf0a7 Sharma, S. (2020). Improving Emergency Response Training and Decision Making Using a Collaborative Virtual Reality Environment for Building Evacuation. In C. Stephanidis, J. Y. C. Chen, & G. Fragomeni (Eds.), HCI International 2020 – Late Breaking Papers: Virtual and Augmented Reality (pp. 213–224). Springer International Publishing. https://doi.org/10.1007/978-3-030-59990-4_17 Singhal, S., & Neustaedter, C. (2017, February). Bewithme: An immersive telepresence system for distance separated couples. In Companion of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (pp. 307-310). https://doi.org/10.1145/3022198.3026310 So, H. J., & Kim, B. (2017, May). Instructional methods for CSCL: Review of case studies. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! (pp. 607-616). Routledge. Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld Computers. Journal of the Learning Sciences, 16(3), 371–413. https://doi.org/10.1080/10508400701413435 Stahl, G. (2013, January). Theories of Collaborative Cognition: Foundations for CSCL and CSCW Together. In S. P. Goggins, I. Jahnke, & V. Wulf (Eds.), Computer-Supported Collaborative Learning at the Workplace: CSCL@Work (pp. 43–63). Springer US. https://doi.org/10.1007/978-1-4614-1740-8_3 Stahl, G. (2013, April). A model of collaborative knowledge-building. In International Conference of the Learning Sciences (pp. 70-77). Psychology Press. Stahl, G., Koschmann, T., Suthers, D., & Sawyer, R. K. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 409-426). Cambridge University Press. Stajkovic, A. D., Lee, D., & Nyberg, A. J. (2009). Collective efficacy, group potency, and group performance: Meta-analyses of their relationships, and test of a mediation model. Journal of Applied Psychology, 94(3), 814–828. https://doi.org/10.1037/a0015659 Sung, H.-Y., & Hwang, G.-J. (2018). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 26(1), 118–134. https://doi.org/10.1080/10494820.2017.1283334 Suthakorn, J. (2012, March). A concept on cooperative tele-surgical system based on image-guiding and robotic technology. In 2012 Pan American Health Care Exchanges (pp. 41-45). IEEE. https://doi.org/10.1109/PAHCE.2012.6233437 Teng, M., Considine, H., Nedic, Z., & Nafalski, A. (2016). Current and future developments in the remote laboratory netLab. International Journal of Online Engineering, 12(8). https://doi.org/10.3991/ijoe.v12i08.6034 Teo, T., Lawrence, L., Lee, G., Billinghurst, M., & Adcock, M. (2019, May). Mixed reality remote collaboration combining 360 video and 3d reconstruction. In Proceedings of the CHI Conference on Human Factors in Computing Systems (pp. 1–14). ACM. https://doi.org/10.1145/3290605.3300796 Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403–418. https://doi.org/10.1111/j.1949-8594.1990.tb17229.x Tolentino, L., Birchfield, D., Megowan-Romanowicz, M. C., Johnson-Glenberg, M. C., Kelliher, A., & Martinez, C. (2009). Teaching and learning in the mixed reality science classroom. Journal of Science Education and Technology, 18(6), 501–517. https://doi.org/10.1007/s10956-009-9166-2 Vasiliadou, R. (2020). Virtual laboratories during coronavirus (COVID-19) pandemic. Biochemistry and Molecular Biology Education, 48(5), 482–483. https://doi.org/10.1002/bmb.21407 Wang, P., Bai, X., Billinghurst, M., Zhang, S., Wei, S., Xu, G., He, W., Zhang, X., & Zhang, J. (2021). 3DGAM: Using 3D gesture and CAD models for training on mixedreality remote collaboration. Multimedia Tools and Applications, 80(20), 31059–31084. https://doi.org/10.1007/s11042-020-09731-7 Wang, P., Bai, X., Billinghurst, M., Zhang, S., Zhang, X., Wang, S., He, W., Yan, Y., & Ji, H. (2021). AR/MR remote collaboration on physical tasks: A review. Robotics and Computer-Integrated Manufacturing, 72, 102071. https://doi.org/10.1016/j.rcim.2020.102071 Wang, S. L., & Lin, S. S. J. (2007). The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior, 23(5), 2256-2268. https://doi.org/10.1016/j.chb.2006.03.005 Wang, P., Zhang, S., Bai, X., Billinghurst, M., He, W., Sun, M., ... & Ji, H. (2019). 2.5 DHANDS: a gesture-based MR remote collaborative platform. The International Journal of Advanced Manufacturing Technology, 102, 1339-1353. https://doi.org/10.1007/s00170-018-03237-1 Wang, P., Zhang, S., Billinghurst, M., Bai, X., He, W., Wang, S., ... & Zhang, X. (2020). A comprehensive survey of AR/MR-based co-design in manufacturing. Engineering with Computers, 36, 1715-1738. https://doi.org/10.1007/s00366-019-00792-3 Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B., Nurabadi, A., & Handayani, L. (2020, November). Student learning motivation: a conceptual paper. In 2nd Early Childhood and Primary Childhood Education (pp. 275-278). Atlantis Press. https://doi.org/10.2991/assehr.k.201112.049 Watson, C. B., Chemers, M. M., & Preiser, N. (2001). Collective efficacy: A multilevel analysis. Personality and Social Psychology Bulletin, 27(8), 1057-1068. https://doi.org/10.1177/0146167201278012 Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-Dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1–64. https://doi.org/10.2307/1169967 Wu, T. Y., Gong, J., Seyed, T., & Yang, X. D. (2019, October). Proxino: enabling prototyping of virtual circuits with physical proxies. In Proceedings of the 32nd Annual ACM Symposium on User Interface Software and Technology (pp. 121-132). https://doi.org/10.1145/3332165.3347938 Yan, Y., Bai, X., He, W., Wang, S., Zhang, X., Wang, P., Liu, L., & Zhang, B. (2023). Can you notice my attention? A novel information vision enhancement method in MR remote collaborative assembly. The International Journal of Advanced Manufacturing Technology, 127(3–4), 1835–1857. https://doi.org/10.1007/s00170-023-11652-2 Yang, M. T., & Liu, T. C. (2007). Research and development of web-based virtual on-line classroom. Computers & Education, 48(2), 171–184. https://doi.org/10.1016/j.compedu.2004.12.007 Yin, J., Qiu, A., Li, L., & Ge, S. (2024). The impacts of characteristic factors on learning satisfaction: An empirical study in gamification virtual simulation Ssstems. In Y. P. Tu & M. Chi (Eds.), E-Business. New Challenges and Opportunities for Digital-Enabled Intelligent Future (pp. 143–158). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-60324-2_12 Yoon, G.-S. (1994). The effects of instructional control, cognitive style, and prior knowledge on learning of computer-assisted instruction. Journal of Educational Technology Systems, 22(4), 357–370. https://doi.org/10.2190/8AVP-REQ0-HAHC-1YJH Zhang, X., Bai, X., Zhang, S., He, W., Wang, S., Yan, Y., ... & Liu, L. (2023). A novel MR remote collaboration system using 3D spatial area cue and visual notification. Journal of Manufacturing Systems, 67, 389-409. https://doi.org/10.1016/j.jmsy.2023.02.013 Zhang X (2020). A comprehensive survey of AR/MR-based codesign in manufacturing. Engineering with Computers, 36(4), 1715–1738. https://doi.org/10.1007/s00366-019-00792-3 Zemmar, A., Lozano, A. M., & Nelson, B. J. (2020). The rise of robots in surgical environments during COVID-19. Nature Machine Intelligence, 2(10), 566–572. https://doi.org/10.1038/s42256-020-00238-2 Zheng, C., Jarecki, A., & Lee, K. (2023). Integrated system architecture with mixed-reality user interface for virtual-physical hybrid swarm simulations. Scientific Reports, 13(1), 14761. https://doi.org/10.1038/s41598-023-40623-6 Zillner, J., Mendez, E., & Wagner, D. (2018, October). Augmented reality remote collaboration with dense reconstruction. In 2018 IEEE International Symposium on Mixed and Augmented Reality Adjunct (pp. 38-39). IEEE. https://doi.org/10.1109/ISMAR-Adjunct.2018.00028. Zhang, J., Sung, Y. T., Hou, H. T., & Chang, K. E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178–188. https://doi.org/10.1016/j.compedu.2014.01.003 zh_TW
