虛擬實境應用對不同認知風格學生的認知負荷及學習影響之研究

Abstract

本研究在以透過虛擬實境融入課程應用於教學中分析對不同認知風格的學生是否學習成效會受到影響，也是否會造成學生在學習上的理解壓力，或是超出學生所能理解學習範圍，進而成為認知負荷。本研究將使用zSPACE為虛擬實境融入教學工具，在教學課程中以該工具融入教學，活動目的為完成一台可以遙控的齒輪車，並在研究者製作的場地中完成任務，方能算完成課程。研究結論為：(1)整理來說虛擬實境應用教學融入課程後對學習成效有提升；(2)場地獨立學習者在虛擬實境應用教學融入課程後對學習成效較高同時認知負荷也較高；(3)虛擬實境融入課程對於場地依賴學習者來說學習環境結構太複雜。 總言之，虛擬實境工具日新月異，根據不同的工具融入教學對學習的成果也不盡相同，此研究使用為偏向融入式工具使用，在往後課程設計上可參考學習者之認知風格設計較適合的教學方法，以利學習者在學習上達到事半功倍。The advancement of virtual reality (VR) technology is growing dramat-ically. Using VR tools in education is an important trend recently. This re-search examined the effect of using virtual reality(VR) tool in teaching on different cognitive styles student’s learning and discusses whether such teaching application caused more pressure on student’s understanding of learning. We designed an teaching experiment using VR tool - Zspace in this research. In this teaching experiment, students learned to build a re-mote-controlled car and controlled this car to complete the task. There were three conclusions in this research. First of all, using VR technology in teach-ing improved student’s learning effects. Secondly, students with field-independence cognitive stytle performed better when VR was adapted to teaching. However, the high performances were accompanied by high recognition loading as well.Third, learning environment of implementing VR to teaching was too complex for students with field- dependence cognitive stytle. Different VR tools were released more and more,which caused dif-ferent learning effects.We demonstrated an implementing VR tool in this re-search.In the future, the learner’s cognitive should be taken into more con-sideration while designing teaching strategies using VR tools.