探討適性化教學結合虛擬實境於生活科技之學習成就與動機—以「能源與動力」課程為例

Abstract

本研究使用適性化虛擬實境系統作為教學工具，針對國中學生進行生活科技課程，進行有關二年級「能源與動力」部分的知識內容，並且與使用適性化學習網站平台之教學方法作為比較，探討學生的學習動機與成效。透過Wilcoxon符號檢定比較學生的前、後測驗結果，以及使用Mann-Whitney無母數分析，研究發現二組學生在「能源與動力」單元的學習成就沒有顯著差異，使用適性化虛擬實境系統學生的內在學習動機和任務價值顯著高於使用適性化學習網站平台的學生，證明在情意面二組學生有顯著差別，為了進一步了解使用者質性看法，也針對學生回饋意見進行討論，此篇研究將能做為未來利用虛擬實境開發生活科技課程之研究參考。This research developed an adaptive virtual reality (VR) system as a teaching tool to support the living technology discipline learning for the junior high school students. The knowledge content is the energy and power unit in the 8th grader. It compared the learning motivation and achievement of the students using the adaptive VR system with that of those students using the adaptive learning website. This study employed the Wilcoxon signed test to compare the pre-test and post-test of the learning achievement in each treatment, and performed the Mann-Whitney test to compare the learning results of the two treatments. The results show that the students made no significant difference between the learning achievements of the two groups. However, the intrinsic motivation and task value of the students using the adaptive VR system was significantly higher than those of the students utilizing the adaptive learning website. This study also discussed on the student feedback. This research will be used as one of the tools for living technology courses using virtual reality in the future.