本研究目的在於探討虛擬實境輔助教學與傳統教學兩種籃球教學方式，對於國中二年級學生的體育學習態度、認知與比賽表現上之差異性。方法：採準實驗設計之不等組前後測設計，研究對象為新北市某國中8年級2個班的學生，實驗組28位學生，實施虛擬實境輔助教學，控制組27位學生則實施一般傳統教學，進行為期8週共16堂體育課之籃球教學。結果：一、實驗組經過16堂教學後在體育態度、認知及比賽表現上皆優於前測並達顯著差異。二、控制組經過16堂教學後在體育態度、認知及比賽表現上皆優於前測並達顯著差異。三、實驗組與控制組之後測分析結果顯示在體育態度並未達顯著差異。四、實驗組與控制組之後測分析結果顯示在認知測驗及比賽表現達顯著差異。結論：虛擬實境輔助籃球教學能夠對於學生的認知上帶來更好的成效，並能提升學生之比賽表現。

The purpose of this study was to explore the differences between the conventional teaching and virtual reality assisted basketball teaching, on attitude toward physical education, cognition and game performance for Junior High school students. Method: The experiment was conducted in the physical education courses in one Junior High school of New Taipei City .The participants were 8th graders with total number of 55 (n=55) from two classes. Participants were assigned to control group and experimental group. Participants in the experimental group were taught with virtual reality (N=27) and Participants in the control group were with conventional teaching methods (N=28). The period of experimental time was 8 weeks long, met two classes per week. Result: First, the experimental group after teaching in attitude toward physical education, cognition and game performance has significant difference than before. Second, the control group after teaching in attitude toward physical education, cognition and game performance has significant difference than before. Third, After analyzing control and experimental group, results reveal that experimental group was no significantly higher than those of control group in attitude toward physical education. Fourth, After analyzing control and experimental group, results reveal that experimental group was significantly higher than those of control group in cognitive test and game performance. Conclusion: Conducting virtual reality as a technique to teach basketball not only can achieve better performance on students’ cognition, but also can improve game performance.