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題名 開發具有自由探索學習模式的虛擬實境系統：以學習生態知識為例
Development of a Virtual Reality System with a Free Exploration Learning Model: A Case Study on Learning Ecological Knowledge
作者 黃紀為
Huang, Ji-Wei
貢獻者 李蔡彥
Li, Tsai-Yen
黃紀為
Huang, Ji-Wei
關鍵詞 虛擬實境（VR）
教學應用
自由探索學習模式
生態知識學習
Virtual Reality (VR)
educational application
free exploration learning model
ecological knowledge learning
日期 2025
上傳時間 2-Oct-2025 11:12:16 (UTC+8)
摘要 本研究旨在探索虛擬實境（VR）技術在教學領域的上應用，透過設計基於虛擬實境的學習系統，致力研究「自由探索」學習模式對學生學習動機與學習成效的影響，並期望提升對學生的學習效果。本研究選擇國中七年級生物課程作為教學主題，在自行開發的學習系統中建置虛擬生態場景，考量中學階段的低年級學習者在虛擬實境學習體驗中的需求加入應對認知負荷與暈動症的措施，且針對「自由探索」學習模式加入優化學習體驗的系統設計，並與某國立大學附屬中學合作設計虛擬實境的生態知識學習體驗。實驗將參與者分為實驗組與對照組，分別體驗自由探索與固定內容呈現的學習體驗，並在學習結束後進行測驗與回饋調查。數據分析將聚焦於探討「互動性」與「知識講解」對內在學習興趣與學習成效的影響，用以驗證「自由探索」模式是否能有效提升學生的學習動機與知識理解。本研究期望能為VR技術在教學應用上的設計與發展提供實證依據，並探討如何透過創新科技提升學習體驗與效果。
This study investigates the application of Virtual Reality (VR) technology in the educational domain by designing a VR-based learning system. The research focuses on examining the impact of a "free exploration" learning model on students' learning motivation and academic performance, with the ultimate goal of enhancing learning outcomes. The research selects the seventh-grade biology curriculum as the instructional topic, constructing a virtual ecological scene within a self-developed learning system. Taking into account the needs of younger learners in VR learning experiences, measures were incorporated to address cognitive load and motion sickness. Furthermore, system design optimizations were implemented to enhance the learning experience for the “free exploration” model. The study collaborates with the affiliated junior high school of a national university to design a VR-based ecological knowledge learning experience. Participants were divided into an experimental group and a control group, with the experimental group engaging in a free exploration learning environment and the control group experiencing a fixed-content instructional model. Post-learning assessments and feedback surveys were conducted to evaluate the outcomes. Data analysis focuses on the effects of interactivity and knowledge explanation on intrinsic motivation and learning effectiveness. The study seeks to determine whether the free exploration model can significantly enhance students' motivation and comprehension. The findings aim to provide empirical evidence for the design and implementation of VR-based instructional strategies and to investigate how innovative technologies can enhance educational experiences and outcomes.
參考文獻 [1] K. A. Bakar, R. A. Tarmizi, R. Mahyuddin, H. Elias, W. S. Luan, and A. F. M. Ayub, "Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia," Procedia-Social and Behavioral Sciences, vol. 2, no. 2, pp. 4906-4910, 2010. [2] S. Barteit, L. Lanfermann, T. Bärnighausen, F. Neuhann, and C. Beiersmann, "Augmented, mixed, and virtual reality-based head-mounted devices for medical education: systematic review," JMIR serious games, vol. 9, no. 3, p. e29080, 2021. [3] V. Braun and V. Clarke, "Using thematic analysis in psychology," Qualitative research in psychology, vol. 3, no. 2, pp. 77-101, 2006. [4] N. Bursztyn et al., "Virtual strike and dip–advancing inclusive and accessible field geology," Geoscience Communication, vol. 5, no. 1, pp. 29-53, 2022. [5] D. T. Campbell and J. C. Stanley, Experimental and quasi-experimental designs for research. Ravenio books, 2015. [6] M. Coban, Y. I. Bolat, and I. Goksu, "The potential of immersive virtual reality to enhance learning: A meta-analysis," Educational Research Review, vol. 36, p. 100452, 2022. [7] D. I. Cordova and M. R. Lepper, "Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice," Journal of educational psychology, vol. 88, no. 4, p. 715, 1996. [8] A. B. Costello and J. Osborne, "Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis," Practical assessment, research, and evaluation, vol. 10, no. 1, 2005. [9] T. De Jong, "Cognitive load theory, educational research, and instructional design: Some food for thought," Instructional science, vol. 38, no. 2, pp. 105-134, 2010. [10] C. Dede, M. Salzman, R. B. Loftin, and K. Ash, "Using virtual reality technology to convey abstract scientific concepts," Learning the Sciences of the 21st Century: Research, Design, and Implementing Advanced Technology Learning Environments. Lawrence Erlbaum: Hillsdale, NJ, 1997. [11] L. Freina and M. Ott, "A literature review on immersive virtual reality in education: state of the art and perspectives," in The international scientific conference elearning and software for education, 2015, vol. 1, no. 133, pp. 10-1007. [12] M. C. Howard and M. B. Gutworth, "A meta-analysis of virtual reality training programs for social skill development," Computers & Education, vol. 144, p. 103707, 2020. [13] G.-J. Hwang, L.-H. Yang, and S.-Y. Wang, "A concept map-embedded educational computer game for improving students' learning performance in natural science courses," Computers & Education, vol. 69, pp. 121-130, 2013. [14] C. Jennett et al., "Measuring and defining the experience of immersion in games," International journal of human-computer studies, vol. 66, no. 9, pp. 641-661, 2008. [15] H. Kaufmann, D. Schmalstieg, and M. Wagner, "Construct3D: a virtual reality application for mathematics and geometry education," Education and information technologies, vol. 5, pp. 263-276, 2000. [16] A. Klippel et al., "Transforming earth science education through immersive experiences: Delivering on a long held promise," Journal of Educational Computing Research, vol. 57, no. 7, pp. 1745-1771, 2019. [17] G. Makransky and L. Lilleholt, "A structural equation modeling investigation of the emotional value of immersive virtual reality in education," Educational Technology Research and Development, vol. 66, no. 5, pp. 1141-1164, 2018. [18] G. Makransky, T. S. Terkildsen, and R. E. Mayer, "Adding immersive virtual reality to a science lab simulation causes more presence but less learning," Learning and instruction, vol. 60, pp. 225-236, 2019. [19] D. M. Markowitz, R. Laha, B. P. Perone, R. D. Pea, and J. N. Bailenson, "Immersive virtual reality field trips facilitate learning about climate change," Frontiers in psychology, vol. 9, p. 2364, 2018. [20] L. Melas-Kyriazi, I. Laina, C. Rupprecht, and A. Vedaldi, "Realfusion: 360deg reconstruction of any object from a single image," in Proceedings of the IEEE/CVF conference on computer vision and pattern recognition, 2023, pp. 8446-8455. [21] Z. Merchant, E. T. Goetz, L. Cifuentes, W. Keeney-Kennicutt, and T. J. Davis, "Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis," Computers & education, vol. 70, pp. 29-40, 2014. [22] B. M. a. D. Passig, "Virtual Reality in Education," in Oxford Research Encyclopedia of Education: Oxford University Press, 2019. [23] M. B. Pereira, F. d. S. Lancelotte, T. M. de Classe, and A. C. B. Garcia, "Simulation Sickness in Virtual Reality Games, How to Relieve it-Systematic Literature Study," in Proceedings of the 26th Symposium on Virtual and Augmented Reality, 2024, pp. 168-176. [24] J. Radianti, T. A. Majchrzak, J. Fromm, and I. Wohlgenannt, "A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda," Computers & education, vol. 147, p. 103778, 2020. [25] W. R. Sherman and A. B. Craig, Understanding virtual reality: Interface, application, and design. Morgan Kaufmann, 2018. [26] J. O. Wallgrün et al., "Place-based education through immersive virtual experiences—preparing biology students for the field," Journal of Biological Education, vol. 58, no. 2, pp. 406-429, 2024. [27] B. G. Witmer, C. J. Jerome, and M. J. Singer, "The factor structure of the presence questionnaire," Presence: Teleoperators & Virtual Environments, vol. 14, no. 3, pp. 298-312, 2005. [28] L. Zhang and D. A. Bowman, "Exploring effect of level of storytelling richness on science learning in interactive and immersive virtual reality," in Proceedings of the 2022 ACM International Conference on Interactive Media Experiences, 2022, pp. 19-32. [29] L. Zhong, W. Lang, J. Rong, G. Chen, and M. Fan, "Enhancing Motivation and Learning in Primary School History Classrooms: The Impact of Virtual Reality," in Proceedings of the 15th International Learning Analytics and Knowledge Conference, 2025, pp. 272-282.
描述 碩士
國立政治大學
資訊科學系
112753133
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0112753133
資料類型 thesis
dc.contributor.advisor 李蔡彥zh_TW
dc.contributor.advisor Li, Tsai-Yenen_US
dc.contributor.author (Authors) 黃紀為zh_TW
dc.contributor.author (Authors) Huang, Ji-Weien_US
dc.creator (作者) 黃紀為zh_TW
dc.creator (作者) Huang, Ji-Weien_US
dc.date (日期) 2025en_US
dc.date.accessioned 2-Oct-2025 11:12:16 (UTC+8)-
dc.date.available 2-Oct-2025 11:12:16 (UTC+8)-
dc.date.issued (上傳時間) 2-Oct-2025 11:12:16 (UTC+8)-
dc.identifier (Other Identifiers) G0112753133en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/159703-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 資訊科學系zh_TW
dc.description (描述) 112753133zh_TW
dc.description.abstract (摘要) 本研究旨在探索虛擬實境（VR）技術在教學領域的上應用，透過設計基於虛擬實境的學習系統，致力研究「自由探索」學習模式對學生學習動機與學習成效的影響，並期望提升對學生的學習效果。本研究選擇國中七年級生物課程作為教學主題，在自行開發的學習系統中建置虛擬生態場景，考量中學階段的低年級學習者在虛擬實境學習體驗中的需求加入應對認知負荷與暈動症的措施，且針對「自由探索」學習模式加入優化學習體驗的系統設計，並與某國立大學附屬中學合作設計虛擬實境的生態知識學習體驗。實驗將參與者分為實驗組與對照組，分別體驗自由探索與固定內容呈現的學習體驗，並在學習結束後進行測驗與回饋調查。數據分析將聚焦於探討「互動性」與「知識講解」對內在學習興趣與學習成效的影響，用以驗證「自由探索」模式是否能有效提升學生的學習動機與知識理解。本研究期望能為VR技術在教學應用上的設計與發展提供實證依據，並探討如何透過創新科技提升學習體驗與效果。zh_TW
dc.description.abstract (摘要) This study investigates the application of Virtual Reality (VR) technology in the educational domain by designing a VR-based learning system. The research focuses on examining the impact of a "free exploration" learning model on students' learning motivation and academic performance, with the ultimate goal of enhancing learning outcomes. The research selects the seventh-grade biology curriculum as the instructional topic, constructing a virtual ecological scene within a self-developed learning system. Taking into account the needs of younger learners in VR learning experiences, measures were incorporated to address cognitive load and motion sickness. Furthermore, system design optimizations were implemented to enhance the learning experience for the “free exploration” model. The study collaborates with the affiliated junior high school of a national university to design a VR-based ecological knowledge learning experience. Participants were divided into an experimental group and a control group, with the experimental group engaging in a free exploration learning environment and the control group experiencing a fixed-content instructional model. Post-learning assessments and feedback surveys were conducted to evaluate the outcomes. Data analysis focuses on the effects of interactivity and knowledge explanation on intrinsic motivation and learning effectiveness. The study seeks to determine whether the free exploration model can significantly enhance students' motivation and comprehension. The findings aim to provide empirical evidence for the design and implementation of VR-based instructional strategies and to investigate how innovative technologies can enhance educational experiences and outcomes.en_US
dc.description.tableofcontents 摘要 I Abstract II 目次 III 表次 VII 圖次 VIII 第一章 緒論 8 第一節 背景 8 第二節 研究動機 2 第三節 研究目標 4 第二章 研究架構 7 第一節 名詞界定 7 一、自由探索學習 7 二、互動性 7 三、知識講解 8 第二節 研究範疇與架構基礎 8 第三節 理論架構 9 第三章 相關研究 12 第一節 虛擬實境技術對於學習的成效探討 12 第二節 虛擬實境技術應用在教學上的影響 13 第三節 認知評估理論 14 第四節 虛擬實境自由探索替代實地考察學習之可行性 15 第五節 虛擬實境技術在生物學科教學中的應用範例探討 16 第六節 虛擬實境系統設計 17 第七節 虛擬實境的生物樣貌與生態行為模擬 19 第四章 研究方法 21 第一節 教學主題選定 21 第二節 場景設計 22 一、設計考量 22 二、教學內容設計 23 三、互動學習內容設計 25 第三節 系統開發 27 一、3D高擬真模型建置 27 二、動物行為動畫製作與模擬 28 三、虛擬生態系場景製作與開闊場景性能議題 30 四、互動學習系統 31 五、探索導引系統 32 六、注視演出系統 33 七、使用者體驗優化系統 34 第四節 實驗設計 35 第五節 實驗流程實例與實際操作情境 37 第六節 評估指標 39 一、沉浸感 40 二、存在感 41 三、內在學習興趣 41 四、學習成效 45 第五章 實驗結果分析與討論 47 第一節 預試驗回饋與系統調整 47 一、第一次預試驗回饋 47 二、依據回饋進行之修改 48 三、第二次預試驗成效與回饋 49 第二節 正式實驗數據統計結果 49 一、前測分析與樣本同質性檢定 49 二、學習成效分析 51 三、內在學習動機分析 53 四、沉浸感分析 56 五、存在感分析 58 第三節 結果討論 60 一、「互動性」對於內在學習動機與學習成效之影響 60 二、「知識講解」對於內在學習動機與學習成效之影響 61 三、「自由探索」學習模式的成效與影響 62 四、「自由探索」學習模式在學習成效上的特殊現象 63 五、「自由探索」學習模式的潛在負面影響 64 六、中學階段低年級虛擬實境學習模式的影響探討 65 第六章 結論 67 第一節 研究侷限 67 第二節 未來實踐建議 68 第三節 研究結論 68 參考文獻 70 附錄 73 附錄一 先行測驗問卷 73 附錄二 後續測驗主觀問卷 74 附錄三 後續測驗學習測驗卷 75 附錄四 體驗學習單 76 附錄五 研究使用之圖像資料 78 附錄六 研究中採用之其他開源素材 79zh_TW
dc.format.extent 2840333 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0112753133en_US
dc.subject (關鍵詞) 虛擬實境（VR）zh_TW
dc.subject (關鍵詞) 教學應用zh_TW
dc.subject (關鍵詞) 自由探索學習模式zh_TW
dc.subject (關鍵詞) 生態知識學習zh_TW
dc.subject (關鍵詞) Virtual Reality (VR)en_US
dc.subject (關鍵詞) educational applicationen_US
dc.subject (關鍵詞) free exploration learning modelen_US
dc.subject (關鍵詞) ecological knowledge learningen_US
dc.title (題名) 開發具有自由探索學習模式的虛擬實境系統：以學習生態知識為例zh_TW
dc.title (題名) Development of a Virtual Reality System with a Free Exploration Learning Model: A Case Study on Learning Ecological Knowledgeen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) [1] K. A. Bakar, R. A. Tarmizi, R. Mahyuddin, H. Elias, W. S. Luan, and A. F. M. Ayub, "Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia," Procedia-Social and Behavioral Sciences, vol. 2, no. 2, pp. 4906-4910, 2010. [2] S. Barteit, L. Lanfermann, T. Bärnighausen, F. Neuhann, and C. Beiersmann, "Augmented, mixed, and virtual reality-based head-mounted devices for medical education: systematic review," JMIR serious games, vol. 9, no. 3, p. e29080, 2021. [3] V. Braun and V. Clarke, "Using thematic analysis in psychology," Qualitative research in psychology, vol. 3, no. 2, pp. 77-101, 2006. [4] N. Bursztyn et al., "Virtual strike and dip–advancing inclusive and accessible field geology," Geoscience Communication, vol. 5, no. 1, pp. 29-53, 2022. [5] D. T. Campbell and J. C. Stanley, Experimental and quasi-experimental designs for research. Ravenio books, 2015. [6] M. Coban, Y. I. Bolat, and I. Goksu, "The potential of immersive virtual reality to enhance learning: A meta-analysis," Educational Research Review, vol. 36, p. 100452, 2022. [7] D. I. Cordova and M. R. Lepper, "Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice," Journal of educational psychology, vol. 88, no. 4, p. 715, 1996. [8] A. B. Costello and J. Osborne, "Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis," Practical assessment, research, and evaluation, vol. 10, no. 1, 2005. [9] T. De Jong, "Cognitive load theory, educational research, and instructional design: Some food for thought," Instructional science, vol. 38, no. 2, pp. 105-134, 2010. [10] C. Dede, M. Salzman, R. B. Loftin, and K. Ash, "Using virtual reality technology to convey abstract scientific concepts," Learning the Sciences of the 21st Century: Research, Design, and Implementing Advanced Technology Learning Environments. Lawrence Erlbaum: Hillsdale, NJ, 1997. [11] L. Freina and M. Ott, "A literature review on immersive virtual reality in education: state of the art and perspectives," in The international scientific conference elearning and software for education, 2015, vol. 1, no. 133, pp. 10-1007. [12] M. C. Howard and M. B. Gutworth, "A meta-analysis of virtual reality training programs for social skill development," Computers & Education, vol. 144, p. 103707, 2020. [13] G.-J. Hwang, L.-H. Yang, and S.-Y. Wang, "A concept map-embedded educational computer game for improving students' learning performance in natural science courses," Computers & Education, vol. 69, pp. 121-130, 2013. [14] C. Jennett et al., "Measuring and defining the experience of immersion in games," International journal of human-computer studies, vol. 66, no. 9, pp. 641-661, 2008. [15] H. Kaufmann, D. Schmalstieg, and M. Wagner, "Construct3D: a virtual reality application for mathematics and geometry education," Education and information technologies, vol. 5, pp. 263-276, 2000. [16] A. Klippel et al., "Transforming earth science education through immersive experiences: Delivering on a long held promise," Journal of Educational Computing Research, vol. 57, no. 7, pp. 1745-1771, 2019. [17] G. Makransky and L. Lilleholt, "A structural equation modeling investigation of the emotional value of immersive virtual reality in education," Educational Technology Research and Development, vol. 66, no. 5, pp. 1141-1164, 2018. [18] G. Makransky, T. S. Terkildsen, and R. E. Mayer, "Adding immersive virtual reality to a science lab simulation causes more presence but less learning," Learning and instruction, vol. 60, pp. 225-236, 2019. [19] D. M. Markowitz, R. Laha, B. P. Perone, R. D. Pea, and J. N. Bailenson, "Immersive virtual reality field trips facilitate learning about climate change," Frontiers in psychology, vol. 9, p. 2364, 2018. [20] L. Melas-Kyriazi, I. Laina, C. Rupprecht, and A. Vedaldi, "Realfusion: 360deg reconstruction of any object from a single image," in Proceedings of the IEEE/CVF conference on computer vision and pattern recognition, 2023, pp. 8446-8455. [21] Z. Merchant, E. T. Goetz, L. Cifuentes, W. Keeney-Kennicutt, and T. J. Davis, "Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis," Computers & education, vol. 70, pp. 29-40, 2014. [22] B. M. a. D. Passig, "Virtual Reality in Education," in Oxford Research Encyclopedia of Education: Oxford University Press, 2019. [23] M. B. Pereira, F. d. S. Lancelotte, T. M. de Classe, and A. C. B. Garcia, "Simulation Sickness in Virtual Reality Games, How to Relieve it-Systematic Literature Study," in Proceedings of the 26th Symposium on Virtual and Augmented Reality, 2024, pp. 168-176. [24] J. Radianti, T. A. Majchrzak, J. Fromm, and I. Wohlgenannt, "A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda," Computers & education, vol. 147, p. 103778, 2020. [25] W. R. Sherman and A. B. Craig, Understanding virtual reality: Interface, application, and design. Morgan Kaufmann, 2018. [26] J. O. Wallgrün et al., "Place-based education through immersive virtual experiences—preparing biology students for the field," Journal of Biological Education, vol. 58, no. 2, pp. 406-429, 2024. [27] B. G. Witmer, C. J. Jerome, and M. J. Singer, "The factor structure of the presence questionnaire," Presence: Teleoperators & Virtual Environments, vol. 14, no. 3, pp. 298-312, 2005. [28] L. Zhang and D. A. Bowman, "Exploring effect of level of storytelling richness on science learning in interactive and immersive virtual reality," in Proceedings of the 2022 ACM International Conference on Interactive Media Experiences, 2022, pp. 19-32. [29] L. Zhong, W. Lang, J. Rong, G. Chen, and M. Fan, "Enhancing Motivation and Learning in Primary School History Classrooms: The Impact of Virtual Reality," in Proceedings of the 15th International Learning Analytics and Knowledge Conference, 2025, pp. 272-282.zh_TW