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題名:虛擬實境提升學生對3D軟體學習動機之研究
作者:孫弘 引用關係
作者(外文):SUN,HUNG
校院名稱:中華大學
系所名稱:科技管理博士學位學程
指導教授:賀力行
學位類別:博士
出版日期:2020
主題關鍵詞:虛擬實境3D繪圖ARCS學習動機混合式學習遊戲化學習virtual reality3D drawingARCS learning motivationhybrid learninggamified learning
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教育是知識與經驗的傳遞,而技職教育之宗旨係為產業接軌,因此重點是實務技術的學習。隨著數位化發展而來的數位多媒體領域中,運用3D動畫軟體創作的內容是重要的元素。這些專業3D軟體功能強大而複雜,學生在學習過程中容易遭遇挫折,降低學生的學習動力。為提升教學成果與學習動機,研究經過兩個階段,初探性研究為改進教學,主要研究專注提升學生學習動機,分述如下:
初探性研究:透過遊戲化(Gamification)的教學設計,提升學生的參與度與學習效果。採用在教學設計中導入遊戲設計的遊戲流程觀念,降低遊戲化學習的設計難度,維持課程具備有趣的吸引力,並結合混合式學習(Blending-Based Learning),提升學生的學習滿足感。最後經由問卷回饋,作為評量學習成果的依據,探討將遊戲過程應用在課程規畫,搭配混合式學習對3D軟體教學的學習成效。研究證明經過設計可以大幅推進教學進度,保持學習成效,並提升學生成就感。
主要研究:能觸發學習行為的關鍵因素是動機,在前導研究中的教學過程的改善屬於後端的補強。因此如何引起初始的學習動機是本研究的重點,透過新型的教學方式,引進新奇的事物,或是透過導入新的元素或形式來提升學習成效,在創新教學與策略上,常常使用多媒體技術作為基礎,本研究使用引進在虛擬實境(Virtual Reality)的3D繪圖方式,作為引起3D動畫軟體之學習動機的新元素。
虛擬實境在教育方面的應用研究已經持續多年,以往的研究多為採用桌上型銀幕內的虛擬實境形式,學習3D動畫軟體同樣是在2D的電腦銀幕中模擬3D環境,本實驗採用六自由度的房間尺度的虛擬實境設備,受測者透過全沉浸式虛擬實境感受置身3D虛擬世界,在虛擬空間中進行立體繪畫,以感官知覺理解3D世界的空間感。研究的對象為私立科技大學數位媒體系學生,共計111名學生參與虛擬實境中3D繪圖的實驗,以學習動機理論設計量表問卷進行調查,其結果經過分析驗證後,表明虛擬實境設備可以引發3D學習的興趣與動機。
Education is the transfer of knowledge and experience, and the purpose of technical and vocational education is to connect with the industry, so the focus is on practical technology learning. With the development of digitalization in the field of digital multimedia, content created using 3D animation software is an important element. Professional 3D softwares are powerful and complex, and students are prone to setbacks in the learning process, reducing their motivation to learn. In order to improve teaching results and learning motivation, the research has gone through two stages. The pilot study is to improve teaching. The main research focuses on improving students' learning motivation, which is described as follows:
Pilot study: To improve student participation and learning effect through gamification teaching design. Adopt the concept of game flow that introduces game design into instructional design, reduce the difficulty of designing gamified learning, keep the course interesting and attractive, and combine Blending-Based Learning to improve students' learning satisfaction. Finally, through the questionnaire feedback, as a basis for evaluating the learning outcomes, the application of the game process to the curriculum planning and the learning effect of 3D software teaching combined with hybrid learning are discussed. Studies have shown that design can significantly advance teaching progress, maintain learning effectiveness, and enhance students' sense of accomplishment.
Main research: The key factor that can induce learning behavior is motivation. The improvement of the teaching process in the pilot study belongs to the reinforcement of the back end. Therefore, how to arouse initial learning motivation is the focus of research. Through new teaching methods, the introduction of novel things, or the introduction of new elements or forms to enhance learning effectiveness, in innovative teaching and strategies, often use multimedia technology as the basis. This study uses the introduction of 3D drawing methods in Virtual Reality as a new element that motivates the learning motivation of 3D animation software.
The application research of virtual reality in education has been going on for many years. In the past, most of the research used the form of virtual reality in desktop screens. Learning 3D animation software is also to simulate the 3D environment in 2D computer screens. With the freedom of room scale virtual reality equipment, the subjects experience the 3D virtual world through fully immersive virtual reality, perform three-dimensional painting in the virtual space, and understand the spatial sense of the 3D world with sensory
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perception. The subjects of the study are digital media students of the Private University of Science and Technology. A total of 111 students participated in the experiment of 3D drawing in virtual reality. The questionnaire was designed based on the learning motivation theory design scale. After the analysis and verification of the results, it is shown that the virtual reality device can arouse the interest and motivation of 3D learning.
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3. 行動式虛擬實境學習系統對大學生的學習成效、情境興趣與認知負荷之影響性:以野柳地質國家公園為例
4. 建構沉浸式虛擬實境產科照護學習系統提升護理系學生認知、情意與技能之學習成就
5. 運用虛擬實境與數位遊戲學習於國小學生的鄉土文化教學:以學習成效和鄉土認同觀點之實證研究
6. 專題導向式學習、ARCS學習動機理論與競賽導向式學習在課程上學習動機及成效之研究:以網頁設計課程為例
7. 試以第三空間觀點論述當代藝術家曹斐、李文政、郭慧禪作品中的賽伯空間
8. 使用3D音效系統以增強虛擬實境體驗之研究
9. 無縫空間的沈浸感:虛擬實境
10. 探討自我調節學習策略融入沉浸式虛擬實境對國小五年級學生科學學習之影響
11. Using a Three-dimension Virtual World to Reduce Language Anxiety and Enhance English-speaking Performance of EFL University Learners: A Collaborative Project
12. 虛擬實境性騷擾防治課程對自閉症青少年學習效果之研究
13. 擴增實境對天文學習的影響:以非正式的觀星課程為例
14. Do Fast Fashion Consumers Prefer Foreign Brands? The Moderating Roles of Sensory Perception and Consumer Personality on Purchase Intentions
15. 透過角色扮演模擬增進小組學生參與與自我效能於少子高齡化的方案規畫
 
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