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研究生: 林奕慧
Lim, Yih-Hueh
論文名稱: 探究不同性別使用者於元宇宙學習媒體素養之學習動機、認知成效及自我效能之影響——以社群媒體Zenly為例
Exploring the Impact of Gender on Learning Motivation, Cognitive Effects, and Self-Efficacy of Users in Metaverse Learning Media Literacy: A Case Study of the Social Media Platform Zenly
指導教授: 蔣旭政
Chiang, Hsu-Cheng
口試委員: 蔣旭政
Chiang, Hsu-Cheng
陳聖智
Chen, Sheng-Chih
林慧斐
Lin, Hui-Fei
口試日期: 2024/06/06
學位類別: 碩士
Master
系所名稱: 大眾傳播研究所
Graduate Institute of Mass Communication
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 114
中文關鍵詞: 元宇宙性別學習動機認知成效自我效能媒體素養
英文關鍵詞: Metaverse, Gender, Learning Motivation, Cognitive Effects, Self-Efficacy, Media Literacy
研究方法: 實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202400692
論文種類: 學術論文
相關次數: 點閱:220下載:7
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  • 隨著全球網際網路的普及和數位工具的提升,社群媒體在日常生活中變得愈加重要。儘管社群媒體帶來了許多便利,但也帶來了假訊息、隱私洩漏等風險。因此,提升媒體素養成為當務之急。臺灣教育部已將媒體素養納入基礎教育課綱,並且民間團體也通過多種方式推廣媒體素養教育。2021年,元宇宙的興起提供了全新的學習方式,再透過VR/AR技術,可以為學習者提供沉浸式的學習體驗。然而,若欲於元宇宙空間中進行學習,了解使用者於元宇宙中的學習的效果至關重要,由此,本研究採2(不同學習方式:元宇宙學習vs.新聞學習) x 2(性別:男性vs.女性)的二因子組間實驗設計,探討兩項自變項對於使用者之學習動機、認知成效、自我效能之影響,並以於2022年引起熱議之社群媒體Zenly為例。
    本研究結果證實:(1)不同沉浸度的學習方式對學習者的學習動機、認知成效和自我效能有顯著影響,具備沉浸度的元宇宙學習相比於無沉浸度的傳統新聞學習,能產生較佳的學習動機和自我效能;唯在認知成效方面,傳統新聞學習優於元宇宙學習;(2)不同性別對學習者的學習動機、認知成效和自我效能皆無顯著影響,然而,結果仍與預期相符,即男性學習者擁有更高的學習動機、更佳的認知成效和更高的自我效能;(3)不同學習方式與不同性別之間存在顯著的交互效果,在參與元宇宙學習的男性學習者中,皆產生了較高的學習動機、更佳的認知成效和更高的自我效能;而在女性學習者中,交互作用並未呈現顯著差異,無論是元宇宙學習或傳統新聞學習,皆對其學習動機、認知成效和自我效能之影響無差異。

    With the global proliferation of the internet and the advancement of digital tools, social media has become increasingly important in daily life. Despite the many conveniences brought by social media, it also introduces risks such as misinformation and privacy breaches. Therefore, enhancing media literacy has become urgent. In Taiwan, the Ministry of Education has incorporated media literacy into the basic education curriculum, and various non-governmental organizations are promoting media literacy education through multiple methods. In 2021, the rise of the Metaverse provided a novel learning environment. Through VR/AR technology, learners can experience immersive learning. However, understanding the effectiveness of learning within the metaverse is crucial. Thus, this study employed a 2 (learning methods: metaverse learning vs. traditional news learning) x 2 (gender: male vs. female) between-subjects experimental design to investigate the effects of these variables on learning motivation, cognitive effects, and self-efficacy, using the social media platform Zenly, which garnered significant attention in 2022, as a case study.
    The results of this study confirmed that: (1) Different levels of immersion in learning methods significantly affect learning motivation, cognitive effects, and self-efficacy. Metaverse learning, which offers high immersion, results in better learning motivation and self-efficacy compared to traditional news learning, which offers low immersion. However, in terms of cognitive effects, traditional news learning outperforms metaverse learning. (2) Gender does not significantly affect learning motivation, cognitive effects, and self-efficacy. Nevertheless, the results align with expectations, showing that male learners have higher learning motivation, better cognitiveeffects, and higher self-efficacy. (3) There is a significant interaction effect between learning methods and gender. Male learners in the metaverse learning environment exhibited higher learning motivation, better cognitive effects, and higher self-efficacy, while the interaction effect was not significant among female learners. Regardless of the learning method, there were no differences in the impacts on female learning motivation, cognitive effects, and self-efficacy.

    謝辭 I 摘要 II Abstract III 目錄 VI 表目錄 VII 圖目錄 VIII 第壹章 緒論 1 第一節、 研究背景 1 第二節、 問題意識 3 第三節、 研究目的 5 第貳章 文獻探討 7 第一節、 元宇宙 7 一、 元宇宙定義與特徵 7 二、 元宇宙發展沿革與應用 12 三、 元宇宙教育 16 四、 小結 19 第二節、 媒體素養教育 20 一、 臺灣媒體素養教育現況與相關研究 20 二、 社群媒體素養與使用社群媒體之負面影響 23 三、 臺灣媒體素養傳播管道與新聞學習 28 四、 小結 31 第三節、 性別差異相關研究 32 一、 性別差異與性別於傳播領域相關研究 32 二、 小結 33 第四節、 學習動機、認知成效與自我效能相關研究 33 一、 學習動機 33 二、 認知成效 34 三、 自我效能 35 第五節、 假設推導 36 一、 學習方式與學習動機、認知成效、自我效能之關係 36 二、 性別差異與學習動機、認知成效、自我效能之關係 37 三、 學習方式和性別差異與學習動機、認知成效、自我效能之關係 38 第參章 研究方法 41 第一節、 自變項定義與操弄 41 一、 實驗文本傳統新聞網頁:你用過Zenly嗎?一覽社群媒體的魅力與危機 41 二、 實驗元宇宙學習空間:社群媒體Zenly的魅力與危機 43 第二節、 研究架構與流程 47 第三節、 實驗法 49 一、 研究架構 49 二、 變項操作型定義與測量 50 三、 實驗設計 53 第四節、 統計方法 56 一、 敘述性統計 (Descriptive Statistics) 56 二、 信度分析 (Reliability Analysis) 56 三、 二因子變異數分析 (Two-way ANOVA) 57 四、 多變量變異數分析 (MANOVA) 57 第肆章 研究結果 59 第一節、 樣本結果與敘述統計 59 第二節、 信度分析 60 第三節、 主實驗操弄檢定 61 第四節、 研究假設驗證 62 一、 學習方式對學習動機、認知成效、自我效能之影響 64 二、 性別對學習動機、認知成效、自我效能之影響 65 三、 學習方式與性別對學習動機、認知成效、自我效能之影響 66 第五節、 研究假設檢定及研究問題結果 68 第伍章 結論與研究建議 71 第一節、 研究發現與討論 71 一、 元宇宙學習對學習動機與自我效能具正面影響 71 二、 性別對學習動機、認知成效、自我效能未產生顯著影響 73 三、 不同學習方式與性別對學習動機、認知成效、自我效能具顯著影響與差異 75 四、 小結 77 第二節、 學術貢獻與實務建議 78 一、 學術貢獻 78 二、 實務建議 79 第三節、 研究限制 79 一、 實驗空間設計限制 79 二、 設備使用限制 79 三、 受試者樣本限制 80 第四節、 未來研究方向與建議 80 參考文獻 81 附錄一:實驗網頁新聞文本內文 105 附錄二:主實驗問卷(元宇宙學習組、新聞學習組) 109

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