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Title: 虛擬實境融入空間能力養成之研究
Virtual Reality Enhanced Spatial Ability
Authors: 洪榮昭
Hong, Jon-Chao
Tai, Kai-Hsin
Keywords: 空間能力
spatial ability
virtual reality
embodied cognition
cognitive load
cognitive fatigue
Issue Date: 2018
Abstract: 空間能力與個體的日常生活及數理科普學習相當密切,也是個體職涯發展的基礎。過去空間能力訓練多以紙本形式、實物模型、電腦動畫等學習媒介進行學習,學習歷程則是多由三維立體視圖轉二維視圖,鮮少反轉學習歷程,提供學習者由二維視圖轉三維立體視圖,此外,視圖教學亦未有融入新興虛擬實境科技與體感認知學習理論的學習模式。具體而言,本研究基於多媒體學習理論,期望了解學習者使用虛擬實境與App人機互動介面進行空間能力學習時,其認知疲乏、認知負荷、遊戲興趣、未來使用意圖,以及空間能力的表現,並進一步探討虛擬實境與App不同人機互動介面、性別、年級等之空間能力評量表現之差異。相關研究結果顯示,應用虛擬實境學習時,虛擬實境認知疲乏與認知負荷具正向顯著相關,與遊戲興趣具負向顯著相關;而認知負荷與遊戲興趣具負向顯著相關,與空間能力評量表現具負向顯著相關;遊戲興趣與空間能力評量表現具正向顯著相關,與未來使用意圖具正向顯著相關;最後,認知負荷與未來使用意圖、空間能力評量表現與未來使用意圖,兩項皆未達顯著相關。差異研究結果指出,不同人機互動介面、不同年級,皆在空間能力評量表現有顯著差異,但性別沒有顯著差異。最後依研究結果,提出本研究理論性與實務性之研究貢獻,以及未來研究建議供後續研究參考。
Spatial ability is the general skill in daily life. It also has close connection in STEM learning, and career development. Spatial ability was trained in paper form, models, or animations for learners in the past, and they learned the view transfer from 3D to 2D views. However, there has no training materials teach learners how to switch 2D graphics from 2D to 3D views. Besides, there has no learning model build on embodied cognition learning theory and virtual reality (VR) technology. The present study is designed to figure out the relationships among cognitive fatigue, cognitive load, gameplay interest, reuse intention, and the performance of spatial ability when learners using spatial evaluation system through VR and App. The differences of human-computer interaction between VR and App were also explored through genders, grades, and the performance of spatial ability. As the result showed, VR learners’ cognitive fatigue is positive related with cognitive load, but negative correlated with gameplay interest. VR learners’ cognitive load is negative related with gameplay interest, and spatial ability performance. VR learners’ gameplay interest is positively related with spatial ability performance, and intention. Nevertheless, there has no significant relation between cognitive load and intention, also performance of spatial ability and reuse intention. The further results revealed there are significantly differences between VR and App, and also the grades, but has no significant difference between genders. Based on the research result, the study proposed the contribution divided into theoretical and practical parts, and also proposed some suggestions for the future study.
Other Identifiers: G080270002H
Appears in Collections:學位論文

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