閱讀媒體以及學習者同理心對於學習者臨場感與敘事理解的影響

Abstract

本研究旨在探討不同閱讀媒介——沉浸式虛擬實境（Immersive Virtual Reality，簡稱IVR）與電子書，以及學習者的同理心特質，對於其在故事閱讀學習成效上的差異。隨著科技的進步，傳統紙本書籍逐漸被數位化的電子書和更具互動性的IVR技術取代，而研究不同媒介對學習效果的影響，有助於教育工作者及數位學習設計者選擇和設計更有效的學習工具，促進學習者更全面與深刻的學習體驗。此外，探究學習者的同理心特質如何影響其在不同閱讀媒介中的學習效果，亦能夠了解個體差異對學習的影響，為個性化教學提供依據與建議。本研究之重點包括學習者的臨場感、敘事轉移、故事同理心和敘事理解能力，而研究目的即是在探討不同閱讀媒介（IVR、電子書）和相異同理心特質（高同理心特質、低同理心特質）的學習者在這些方面的差異。本研究對象為全臺大專院校之學生，且無地區、年級或科系限制，而受試者亦需具備一定的英語能力條件，如全民英檢中高級以上等相同等級之測驗，以確保受試者間之英語能力一致性。本研究為準實驗設計，將107位受試者分為IVR組（54人）與電子書組（53人），並根據同理心特質（高同理心特質：54人／低同理心特質：53人）進行分析，而使用之研究工具則包含同理心特質量表、臨場感量表、敘事轉移量表、故事同理心量表及敘事理解能力測驗，並採用獨立樣本t 檢定、二因子變異數分析以及共變數分析進行數據的統計。研究結果發現，閱讀媒介和同理心特質分別對臨場感有顯著影響，但彼此並無顯著交互作用，意即使用 IVR 的學習者和高同理心特質的學習者都會更容易產生臨場感。此外，在敘事轉移方面，閱讀媒介和同理心特質在意象構面存在顯著交互作用，意即低同理心特質的學習者使用 IVR 可以提高其意象建構能力。接著，於故事同理心方面，閱讀媒介和同理心特質之間未達顯著交互作用，然而，高同理心特質的學習者在故事同理心方面的表現則明顯優於低同理心特質的學習者。最後，在敘事理解能力方面，閱讀媒介和同理心特質之間未達顯著交互作用，但使用電子書的學習者在敘事理解能力方面則顯著優於使用 IVR 的學習者。根據本研究之發現，未來建議教育工作者能於學習環境中結合IVR和電子書的優點，以提供更豐富的學習體驗，同時，亦更加重視學習者的同理心特質，設計有針對性的教學策略，以最大化不同學習工具的效果。This study aims to explore the differences in story reading learning outcomes among learners with different reading media - Immersive Virtual Reality (IVR) and e-books, and empathy traits. With the advancement of technology, traditional paper books are gradually being replaced by digital e-books and more interactive IVR technology. Studying the impact of different media on learning outcomes can help educators and digital learning designers choose and design more effective learning tools, promoting a more comprehensive and profound learning experience for learners. In addition, exploring how learners' empathy traits affect their learning outcomes in different reading media can also understand the impact of individual differences on learning, providing a basis and suggestions for personalized teaching. The focus of this study includes learners' sense of presence, narrative transportation, story empathy, and narrative comprehension. The purpose of the study is to explore the differences among learners with different reading media (IVR, e-books) and different empathy traits (high empathy traits, low empathy traits) in these areas. The subjects of this study are students from universities and colleges across Taiwan, with no restrictions on region, grade, or department. The subjects also need to have certain English proficiency conditions, such as the General English Proficiency Test (GEPT) high-intermediate or the same level of test, to ensure the consistency of English proficiency among the subjects. This study is a quasi-experimental design, with 107 learners divided into the IVR group (54 people) and the e-book group (53 people), and analyzed based on empathy traits (high empathy traits: 54 people / low empathy traits: 53 people). The research tools used include the Empathy Trait Scale, Presence Scale, Narrative Transportation Scale, Story Empathy Scale, and Narrative Comprehension Test, and independent sample t-tests, two-factor analysis of variance, and covariance analysis are used for data statistics. The results indicated that the reading media and empathy traits have a significant impact on the sense of presence, but there is no significant interaction between them, that is - learners using IVR and learners with high empathy traits are more likely to generate a sense of presence. In addition, in terms of narrative transportation, there is a significant interaction between reading media and empathy traits in the dimension of imagery, that is - learners with low empathy traits can improve their ability to construct imagery by using IVR. Then, in terms of story empathy, there is no significant interaction between reading media and empathy traits. However, learners with high empathy traits perform significantly better in story empathy than learners with low empathy traits. Finally, in terms of narrative comprehension ability, there is no significant interaction between reading media and empathy traits, but learners using e-books perform significantly better in narrative comprehension ability than learners using IVR. According to the findings of this study, it is recommended that educators in the future can combine the advantages of IVR and e-books in the learning environment to provide a richer learning experience. At the same time, they should also pay more attention to the empathy traits of learners, design targeted teaching strategies, and maximize the effects of different learning tools.