以火災應變VR系統探究自我效能、挫折感、臨場感、遊戲焦慮、心流體驗及學習成效之相關研究

Abstract

近年來，複合型災害不斷頻傳，再者網路無遠佛屆，消防意識亦趨提高，使防火、防災宣導教學受到各界重視。過往消防機關在進行防火宣導教學時，基於人力及時間有限下，先與場所聯繫時間、地點、對象及人數，內容部分擇採重要性考量，並多採實體授課方式呈現。教育質性遊戲可從「學中玩」或「玩中學」來探討，玩與學皆屬影響情感及學習過程，並提高興趣及認知處理。「玩中學」較能激起專注力，競技能挑戰極限與提升自我效能，並啟發動機和解決力的工具。以往研究亦發現數位遊戲可使學習更加積極，遊戲深淺可提高學習持久性，並在不同環境中吸收知識與經驗。現今產業教學模式，逐漸導向數位化，研究顯示教學中融合數位科技，能使內容帶來更多空間與實相應；為此，本研究採用了國立臺灣師範大學學習科學跨國研究中心團隊打造「火災VR應變虛擬實境技能訓練系統」，利用VR科技建置KTV等3個虛擬場景，設計13項火場逃生訓練，操作者必須在逃生過程中確實學會正確的逃生技能，並以北臺灣都會區學生為研究對象，來探討學生於消防學習上成效。該系統可針對學習者執行過程進行分析，讓學習者知道錯誤處，根據前述反饋再練習，使學習成效大增。為瞭解是否能有效提升，本研究以消防認知及火災VR應變虛擬實境技能訓練系統為基底，探討時其自我效能、火災臨場感、操作挫折感、遊戲焦慮、心流體驗及學習成效間的關係。本研究以新北市某校為參與對象，根據遊戲後臺數據及問卷調查來搜集資料，有效樣本共197份。經由驗證因素分析及結構方程模型，實驗研究結果臚列如下：

一、VR自我效能與VR操作挫折感呈負相關。 二、VR自我效能與火災臨場感呈正相關。 三、VR操作挫折感與遊戲焦慮呈正相關。 四、VR操作挫折感與心流體驗無顯著相關。 五、火災臨場感與遊戲焦慮無顯著相關。 六、火災臨場感與心流體驗呈正相關。 七、遊戲焦慮與學習成效呈負相關。 八、心流體驗與學習成效呈正相關。 除上開各構面的關係，本研究結果之始末，針對消防知識相關學習成效有明顯提升。In the past, when the fire protection authorities carried out fire prevention advocacy teaching, based on the limited manpower and time. This study using a"fire VR virtual reality skills training system" developed by the National Taiwan Normal University which use of VR technology to build a virtual scene, design fire escape for training. To explore the learning effectiveness, participants were targeted in a technical high school in the northern Taiwan metropolitan area. During the processes of practicing, the feedback of errors will provide to improve participants skill. In order to understand whether it can be effectively improved, this study explored the relationship between self-efficacy, frustration, presence, game anxiety, flow experience and learning effectiveness. Based on background data and questionnaire surveys, this study included 197 valid samples. The experimental research results were as follows: (1) VR self-efficacy is negatively related to VR operation frustration. (2) VR self-efficacy is positively related to the sense of fire presence. (3) VR operation frustration is positively related to procedural anxiety. (4) VR operation frustration is not related to flow experience. (5) The sense of VR fire presence is not significantly related to procedural anxiety. (6) The sense of VR fire presence is positively related to the experience of flow. (7) Procedural anxiety is negatively related to learning outcomes. (8) Flow experience is positively related to learning outcomes. In addition to the above aspects, this study has significantly improved the learning effectiveness of students from beginning to end.