虛擬實境教學模組對國中生產品認知與創意設計表現的影響之研究

Abstract

本研究主要探討虛擬實境教學模組對國中生產品認知與創意設計 表現的影響,主要研究目為探討使用虛擬實境教學模組,對學生產品認 知(材質、造型、結構、功能、整體)的影響;以及探討使用虛擬實境教 學模組,對學生創意設計表現(構想創意:奇特性、新穎性、可行性、價 值性以及產品創意:造型、材質、結構、功能、整體表現)的影響。 本研究以台北市某私立國中九年級學生為對象,進行十二週共十二 節課的教學實驗,並以產品認知測驗、構想創意量表、作品創意量表來 評量學生在產品認知與創意設計表現上的表現。回收後的資料,以 t 檢 定、單因子變異數分析、共變數分析來探討其影響與差異。 研究結果發現:1.虛擬實境教學模組對學生產品認知有顯著正面影 響;2.傳統學習與使用虛擬實境教學模組對學生產品認知皆具有提升之 效果,而使用虛擬實境教學模組的學生顯著優於接受傳統學習的學生; 3.虛擬實境教學模組對學生創意設計表現有顯著正面的影響。 最後,本研究依據研究發現與結論,分別針對虛擬實境教學模組的 開發與虛擬實境在科技教育中的應用,以及生活科技教學活動設計與後 續研究,提出建議事項。

The purpose of this research was to investigate the impact of virtual reality on junior high school students’ product cognition (material, shape, structure, and function), and innovative design performance (idea creativity and product creativity). The researcher selected three classes in the nine grade of a junior high school in Taipei City and adopted quasi-experimental method. The 100 students in these three classes were given twelve periods of the experimental instruction during a span of twelve weeks. After the experiment, the product cognition test, the idea creativity scale, and the product creativity scale were employed to collect the research data. The main statistic procedures employed for analyzing the experimental data were t-test, One-Way ANOVA, and One-Way ANCOVA. The major research findings were: (1) virtual reality was positive significantly upon junior high school students’ product cognition. (2) lecturing learning and virtual reality was positive significantly upon junior high school students’ product cognition. And the students’ product cognition in virtual reality group was better than that in lecturing learning group. (3) virtual reality was positive significantly upon junior high school students’ innovative design performance. Finally, the research findings and conclusions, derived from this study, demonstrated suggestions for the design and application of virtual reality in living technology curriculum. Accordingly, the suggestions of future study were proposed as well.