虛擬學習步道設計與應用
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2004
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虛擬學習步道設計與應用
邱柏翰
近年來教育部實施九年一貫課程，強調學校本位課程的重要性，並且鼓勵教師自行編選適合自己學校學生的教材，配合各種設備與措施，讓教學能夠更加生活化、活潑化，進而有效的達成教學目標。
而其中，學習步道是發展小班教學精神計畫實施成果評鑑指標中「營造學習環境」的重要評比項目之一。目前各國小多有利用適當空間規劃教學內容或利用社區現有環境，建立學習步道。而歸納學習步道之理論基礎，則是戶外教育。
本研究的目的在依據錨式情境教學的原理，開發設計虛擬學習步道系統。探討戶外教學時學習單設計原則並依此設計學習單。系統試圖結合錨式情境教學之教材編寫原則，配合學習單與影像式虛擬實境，作為實際參訪校園周邊時的輔助工具，並藉此提高學生學習興趣。此外，尚探討此應用模式與傳統戶外教學學習成效的差異。
本研究將以實徵研究來考驗所開發之系統，研究對象為台北市吳興國小三年級三個班共八十五名學生為對象。研究中將受試者依班級分為實驗組一、實驗組二與控制組三組：
實驗組一採用虛擬學習步道系統做行前介紹，隨後進行實地戶外教學。
實驗組二採用教師傳統口頭演示做行前介紹，隨後以虛擬學習步道系統進行戶外教學。
控制組採用教師傳統口頭演示做行前介紹，隨後進行實地戶外教學。
另外本研究於實驗後對實驗組一、實驗組二兩組實施問卷調查以分析使用者對於虛擬學習步道系統的接受程度與操作模式。
研究結果顯示：一、本研究發現，以虛擬學習步道軟體進行行前介紹的學習者，較一般傳統口頭演示更能引起學習動機，在戶外較能做出正確的觀察行為，學習單寫作、後測等學習成效表現略優於傳統戶外教學模式但未達顯著。
二、以虛擬學習步道軟體進行戶外教學，學習者在學習單撰寫的表現上和傳統戶外教學模式的學習者近似，但是後測的表現略優於傳統戶外教學模式的學習者但未達顯著。
關鍵詞：影像式虛擬實境、錨式情境教學、學習步道、學習單
Abstract The Design and Application of a Virtual Field Trip System By Po-Han Chiu The “Grade 1-9 Curriculum” has been carried out by the Ministry of Education in recent years. This curriculum stresses the importance of the school-based curriculum and instigates teachers to edit appropriate teaching materials for their students under the restriction of schools’ equipment. The Ministry of Education hopes that by following the spirit of the “Grade 1-9 Curriculum” teachers will be able to achieve the learning goals through more close to life and more vivid instructions. Within the “Grade 1-9 Curriculum,” to develop a “learning road” is an important criterion to judge the instruction environment. Many schools have used the schoolyard and nearby community to construct the learning road. We can induce the concept of “learning road” to “outdoor education” or field trip. The goal of this research aims at developing a virtual field trip software based on the principles of the anchored instruction, whereby we can design a worksheet for outdoor education. The system combines the anchored instruction, worksheet, and image-based VR in order to make it as a supplementary tool for students before they have a field trip and to raise their learning motivation. Besides, the research also discusses the difference between traditional outdoor education and the model mentioned above. Eighty-five students participated in the experiments to evaluate the system. The examinees were divided into three groups: Experiment Group I, Experiment Group II, and Control Group. Experiment Group I uses the VFT as a presentation tool, and then the students were taken outdoors to proceed the field trip. In Experiment Group II, the teacher introduces the field trip orally and the students substituted the VFT system for the actual field trip. In Control Group, the teacher introduces the field trip orally and then the students were taken outdoors to proceed the field trip. The results show that the students who use the VFT as a presentation tool before a field trip perform better than those who use traditional oral presentation as a pre-field guide in terms of the post-test and worksheet, but the difference is not significant as expected. As for using the VFT to proceed the field trip, students’ performance in worksheet is similar to that of the students taught within the traditional outdoor education model, and the grade in the post-test is better than the Control Group, but the difference is not significant as anticipated. Keywords: image-based VR, anchored instruction, VFT, worksheet
Abstract The Design and Application of a Virtual Field Trip System By Po-Han Chiu The “Grade 1-9 Curriculum” has been carried out by the Ministry of Education in recent years. This curriculum stresses the importance of the school-based curriculum and instigates teachers to edit appropriate teaching materials for their students under the restriction of schools’ equipment. The Ministry of Education hopes that by following the spirit of the “Grade 1-9 Curriculum” teachers will be able to achieve the learning goals through more close to life and more vivid instructions. Within the “Grade 1-9 Curriculum,” to develop a “learning road” is an important criterion to judge the instruction environment. Many schools have used the schoolyard and nearby community to construct the learning road. We can induce the concept of “learning road” to “outdoor education” or field trip. The goal of this research aims at developing a virtual field trip software based on the principles of the anchored instruction, whereby we can design a worksheet for outdoor education. The system combines the anchored instruction, worksheet, and image-based VR in order to make it as a supplementary tool for students before they have a field trip and to raise their learning motivation. Besides, the research also discusses the difference between traditional outdoor education and the model mentioned above. Eighty-five students participated in the experiments to evaluate the system. The examinees were divided into three groups: Experiment Group I, Experiment Group II, and Control Group. Experiment Group I uses the VFT as a presentation tool, and then the students were taken outdoors to proceed the field trip. In Experiment Group II, the teacher introduces the field trip orally and the students substituted the VFT system for the actual field trip. In Control Group, the teacher introduces the field trip orally and then the students were taken outdoors to proceed the field trip. The results show that the students who use the VFT as a presentation tool before a field trip perform better than those who use traditional oral presentation as a pre-field guide in terms of the post-test and worksheet, but the difference is not significant as expected. As for using the VFT to proceed the field trip, students’ performance in worksheet is similar to that of the students taught within the traditional outdoor education model, and the grade in the post-test is better than the Control Group, but the difference is not significant as anticipated. Keywords: image-based VR, anchored instruction, VFT, worksheet
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Keywords
影像式虛擬實境, 錨式情境教學, 學習步道, 學習單, image-based VR, anchored instruction, field trip, worksheet