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題名:情境式學習活動對科技大學學生學習成效與興趣之影響—以兒童發展評量為例
作者:邱華慧
作者(外文):Chiou, Hua-Huei
校院名稱:國立彰化師範大學
系所名稱:商業教育學系
指導教授:陳美華
學位類別:博士
出版日期:2013
主題關鍵詞:情境式學習3D虛擬實境技職教育學習成效學習興趣Situated learning3D virtual realityVocational educationLearning outcomeLearning interest
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本研究的目的在於探討數位3D虛擬實境教學活動、真實實境以及傳統講述式教學三種課程安排,對科技大學學生課業學習成效和學習興趣的影響。本研究以某科技大學幼保系三班144位修習同一門專業必修課程的學生為研究對象,一班進行數位3D虛擬情境學習活動、一班進行幼兒園實境學習活動、一班則於普通課室進行講述式學習活動。學習成效分別以前後兩次紙筆測驗和實作測驗加以測量,並以學習興趣量表瞭解學生對課程的學習興趣。研究的主要發現包括:一、在實作測驗和延宕測驗部分,3D虛擬實境組學生的表現都明顯較真實實境組學生為佳。二、有提供視覺和聽覺情境的3D虛擬實境組和真實實境組,學生在有意義試題的得分都較講述式教學組為高。三、在實作測驗部分,3D虛擬實境組判斷理由與篩檢標準的對應性和完整性明顯較其他兩組為佳;真實實境組在整體判斷正確性部分明顯優於講述式教學組。四、興趣量表得分顯示3D虛擬實境組學生對課程的興趣明顯高於其他兩組。五、低分組學生的實作成績和延宕測驗和興趣量表得分之間則都有顯著正相關存在,高分組則無。依據研究結果建議教師在安排班級情境式活動時可先使用3D虛擬實境再進行真實實境活動,特別是對學業低成就學生,3D虛擬實境活動對其學習興趣和成效的提升更有效果。
The purpose of this study is to investigate the effects of a 3D virtual reality situated class, preschool class, and traditional lecture class teaching method on the performance and interest in learning of technology university students. The participants were 144 students who were divided into three groups taking the same required course. One group attended a 3D virtual reality situated class, another group observed a preschool class activity, and the third joined a traditional lecture class. Learning performance was measured by two writings examinations and one practical test. Researchers also evaluated the participants’ interest in learning using a questionnaire. The major findings of this study are: 1. In a practical test and delayed writing test, the 3D virtual reality group showed better performance than the preschool reality group. 2. Students of the 3D virtual reality group and preschool reality group both scored higher on meaningful style test questions. 3. In the practical test, students of preschool reality group scored higher than the traditional lecture group. However, the preschool group scored lower in integrity and correspondence of descriptive reasoning. 4. Students of 3D virtual reality group reported more interest to course than other two groups. 5. In the lower score group, both practical test and delayed test are positively correlated to scores on the learning interest questionnaire.These findings suggest that 3D virtual reality is a better context for learning than a traditional lecture class. This is esspecially for lower academic achievers as 3D virtual reality enhances their performance and interest in learning.
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