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題名: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
作者:徐瑛黛
作者(外文):HSU, YING-TAI
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
指導教授:李文瑜
學位類別:博士
出版日期:2023
主題關鍵詞:自我調節學習沉浸式虛擬實境科學學習成效控制和主動學習認知負荷學習情緒參與臨場感self-regulated learningimmersive virtual realityscience learning outcomescontrol and active learningcognitive loademotional learning engagementpresence
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過去的研究發現,沉浸式虛擬實境的環境對學生學習的影響各有利弊得失。本研究旨在探討沉浸式虛擬實境中,讓學生在有自我調節學習策略的環境下進行科學學習時,其學習成效的提升情況;本研究亦對學生先備的科學知識、虛擬實境下的感知、認知負荷、學習情緒參與和學習成效等各變項之間是否有相關進行瞭解,並從中探討學習後,不同程度之自我調節學習的學生,其學習行為序列的差異。
本研究中使用的虛擬實境教材內容主要是與自然科學領域的「大氣中的水」、「植物與水的關係」、「動物與水的關係」有關。研究對象是臺中市一所公立國小五年級學生,共有117位。數據收集包括五份量表,用來衡量學生在IVR環境下的感知(臨場感、控制和主動學習)、學習情緒參與、自我調節學習和認知負荷;另外亦開發科學知識之測驗題目,以衡量學生對「水」相關科學概念的理解。研究者使用相依樣本t檢定來檢驗學生學習成效的進步情形;也使用偏最小平方法的結構方程模式來探討自我調節學習策略融入沉浸式虛擬實境中,各變項間的相關及預測力。接著為瞭解學習後,不同程度之自我調節學習的學生在進行沉浸式虛擬實境學習時的互動行為模式,側錄學生進行沉浸式虛擬實境學習時的過程,採用滯後序列分析來比較高、低自我調節學習兩組學生之學習過程的行為序列。最後並以質性訪談的方式來進行三角校正,藉此確認本研究所建構的假設模式可用來解釋所蒐集的觀察資料。
研究結果發現:在經過沉浸式虛擬實境的學習後,可以有效幫助學生提高自我調節學習和高、低階科學知識的學習成效;而學生先備知識的高低,僅能預測其在進行沉浸式虛擬實境學習時之控制和主動學習的感受,臨場感則能負向預測教導的外在認知負荷,而控制和主動學習則能正向預測學生的增生認知負荷,且增生認知負荷則是正向預測學生正向的學習情緒參與。對於學習成效的影響,則發現正向的學習情緒參與和教導的外在認知負荷可以正向預測學生自我調節學習的增益,而增生認知負荷則會藉由正向的學習情緒參與間接預測其自我調節學習的增益。但所產生之環境的外在認知負荷會負向預測學生高階知識和低階知識的學習成效;而互動的外在認知負荷則會正向預測學生高階知識的學習成效。另外從滯後序列分析中亦發現不同程度之自我調節學習的學生,所展現的學習行為模式不盡相同:高自我調節學習組的學生會比低自我調節學習組的學生較關注虛擬環境中與SRL相關的設計;低自我調節學習組的學生則是較欠缺省思的能力。建議未來在給予學生進行沉浸式虛擬實境學習時,可以降低虛擬環境所產生的外在認知負荷,保留其他適度的(外在)認知負荷,並針對不同程度之自我調節學習的學生,給予在沉浸式虛擬實境進行科學學習時的協助與引導,讓不同程度之自我調節學習的學生都能維持有目的的參與,以促進沉浸式虛擬實境的學習成效。研究結果也為教育工作者提供了有效利用科技、減少外部認知負荷並促進學習成果的見解。
Prior research has yielded mixed findings on the effects of immersive virtual reality (IVR) environments on learning. This study aims to explore the effectiveness of self-regulated learning strategies in improving students' learning outcomes in an IVR environment. The study also investigates the roles of prior knowledge, affective factors (presence, control and active learning), cognitive load, and emotional engagement in science learning using IVR with self-regulated learning strategies. Finally, the study also compares the learning behavior patterns of students with different levels of self-regulated learning.
The study utilized virtual reality learning materials focusing on scientific concepts of water in the atmosphere, plants and water, and animals and water. A total of 117 fifth-grade students from a public elementary school in Taichung City, Taiwan, participated in the study. The author used a self-reported questionnaire with a 5-point Likert-type scale to measure the presence, control and active learning, emotional learning engagement, self-regulated learning, and cognitive load. The author also administered a quiz to assess the student's knowledge of water concepts. The author used the dependent sample t-test to evaluate the progress of students' learning outcomes. The author also employed the partial least squares structural equation model to explore the correlation and predictive power among the variables of self-regulated learning strategies in the IVR environment. Finally, the process of students' using immersive virtual reality learning was video-recorded and lag sequence analysis was used to compare the behavioral sequences of students in the high and low self-regulated learning groups. To confirm that the hypothetical model constructed in this study could explain the collected observational data, triangulation was conducted in the form of qualitative interviews.
This study found that self-regulated learning strategies in an IVR environment effectively improve students' learning outcomes, including self-regulated learning and high- and low-level scientific knowledge. Prior knowledge of scientific concepts predicts control and active learning when experiencing immersive virtual reality. Presence negatively affects the extraneous cognitive load of instructions, while control and active learning positively influence the students' germane cognitive load. Furthermore, the germane cognitive load positively predicts students’ positive emotional learning engagement. Positive emotional learning engagement and extraneous cognitive load of instructions can separately predict the gain of students' self-regulated learning. In contrast, germane cognitive load can indirectly impact the gain of their self-regulated learning through positive emotional learning engagement. However, the extraneous cognitive load of the virtual learning environment would negatively influence the learning of students' high- and low-level knowledge separately, while the extraneous cognitive load of interaction would positively influence the learning outcomes of students' high-level knowledge.
This study also found that students with different levels of self-regulated learning exhibit different learning behavior patterns. Students in the high self-regulated learning group pay more attention to SRL-related design in the virtual environment than students in the low self-regulated learning group. Students in the low self-regulated learning group are less capable of reflection. To promote the learning effect of immersive virtual reality, the external cognitive load generated by the virtual environment can be reduced, and other (external) cognitive loads can be retained moderately. By providing assistance and guidance for scientific learning in immersive virtual reality, students with varying levels of self-regulated learning can engage purposefully, leading to more positive outcomes in immersive virtual reality environmental learning. The results provide insights for educators to effectively use technology, reduce external cognitive load, and promote learning outcomes.
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