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題名:沉浸式互動環景影像虛擬實境技術對設計史課程學生的影響
作者:吳偉隆
作者(外文):Wei-Long Wu
校院名稱:大同大學
系所名稱:設計科學研究所
指導教授:許言
學位類別:博士
出版日期:2021
主題關鍵詞:虛擬實境技術設計史自律學習策略互動環景虛擬實境技術沉浸式體驗虛擬實境學習設計教育virtual realitydesign historyself-regulated strategiesspherical video-based immersive virtual realityimmersionVR learningdesign education
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本研究是爲了探討虛擬實境技術在設計史教育中的可行性,通過準實驗設計輔以ANCOVA統計分析進行了兩個研究議題,首先第一個議題探討新型的沉浸式互動環景虛擬實境技術(SV-IVR)在意大利設計史課堂上的效果,研究這種SV-IVR技術是否能夠幫助設計史學生提高學習成績和學習表現,同時也對自律能力、學習態度、自我效能和認知負荷進行了探索。結果表明實驗組學生在學習成績、學習態度、自律能力上都與控制組有顯著差異,而自我效能和認知負荷則沒有差異。由此説明該種虛擬實境技術對設計史教育是有促進作用的,能夠幫助拓展設計史教育的發展空間和潛力。
其次,也有不少學者和老師擔憂這種新技術會得不償失,因爲學生的好奇心和不自律性,有可能會造成反效果。因此有學者提出,新技術的推行必須在學習策略的指導下才能更加有效地展開學習過程。所以,本研究的第二個議題基於這樣的背景下,我們在SV-IVR技術中導入了自律學習策略以幫助學生更好地規劃自己的學習歷程。旨在探討當在SV-IVR中導入學習策略之後,對學生的學習成績、自律能力、後設認知察覺、自我效能和認知負荷有沒有進一步產生影響,與普通的SV-IVR學習方式相比,加入了學習策略後的SV-IVR會更有效果嗎?結果表明,除了認知負荷,其餘各項變量實驗組與控制組都有顯著差異。説明這種學習系統方法對於設計史課程來説是行之有效的。因此希望能夠為未來的虛擬實境設計史教育增加更多的可能性,幫助設計史教育與虛擬實境的結合更緊密和更科學合理一些。
This study was conducted to investigate the feasibility of virtual reality technology in design history education through two research questions, firstly, to investigate the effect of the new spherical video-based immersive virtual reality (SV-IVR) technology in Italian design history class, and to investigate whether this SV-IVR technology can help design history students improve their academic performance and learning outcomes, as well as their self-regulation, learning attitudes, self-efficacy and cognitive load. In this way, it is possible to verify whether this virtual reality technology can contribute to the development of design history education and help expand its potential.
What’s more, many scholars and teachers worry that the new technology will not pay for itself because of students' curiosity and lack of self-discipline, which may cause counterproductive effects. Therefore, some scholars suggest that the implementation of new technologies must be guided by learning strategies in order to start the learning process more effectively. Therefore, in this study, we introduced self-regulated strategies into the SV-IVR technology to help students better plan their learning experiences. The aim is to investigate whether the introduction of learning strategies in SV-IVR has any further impact on students' academic performance, self-regulation, meta-cognitive awareness, self-efficacy, and cognitive load, and whether SV-IVR is more effective with the addition of learning strategies than ordinary SV-IVR. In addition, it can also address the concerns of scholars and teachers in the field of educational technology. We hope to add more possibilities for future virtual reality design history education, and to help integrate design history education with virtual reality in a closer and more scientific way.
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