本研究旨在探討不同虛擬實境視角(擴增實境、虛擬實境第一人視角+擴增實境、虛擬實境第三人視角+擴增實境)及回饋策略(整體回饋、階段回饋)對於高中生進行擴增實境三角測量問題解決之學習成效及動機的影響。本研究採用多因子準實驗設計，對象為高中三年級學生，參與者為 306 位新北市某高級中學學生，剔除未能全程參與者 71 人與三角測量先備知識位於各實驗組前 5%及後 5%之學習者共 19 人，有效樣本為 216 人。自變項為「虛擬實境視角」與「回饋策略」，虛擬實境視角分為「AR」(無虛擬實境)、「VR 第一人視角+AR」及「VR 第三人視角+AR」；回饋策略分為「整體回饋」及「階段回饋」。依變項則包含三角測量問題解決學習成效(知識記憶、知識理解、知識應用)與數學學習動機(價值成份、期望成份、科技接受度)。
研究發現：在三角測量問題解決成效方面，(1)在虛擬實境視角方面，(VR 第一人視角+AR)組搭配整體回饋策略之學習者表現優於階段回饋策略；(VR 第三人視角+AR)組搭配階段回饋策略之學習者表現優於整體回饋策略。研究結果推測以具體行為將抽象的數學概念內化，讓學習者可以更了解三角測量的空間概念；(2)在回饋策略方面，(VR 第三人視角+AR)組搭配階段回饋之學習者在知識應用表現優於(VR 第一人視角+AR)組搭配階段回饋與 AR 組搭配階段回饋情境之學習者。研究結果推測階段回饋能幫助學習者即時校正迷思概念，釐清解題策略以達到自我調節；在動機方面，(3)各組學習者在不同虛擬實境視角皆保持正向動機表現；其中，(VR 第三人視角+AR)組在期望成功與外在目標導向方面有顯著優於(VR 第一人視角+AR)組。

The purpose of this study was to investigate the effects of types of virtual reality and feedback on senior high school students' triangulation problem-solving performance and motivation. A quasi-experimental design was employed and the independent variables included three types of virtual reality and two types of feedback. Participants were 306 twelfth graders from 8 classes of a public high school located in the northern part of Taiwan. The effective sample size was 216 for this study. Three types of virtual reality were implemented, including the augmented reality (AR) group (no-VR), the first-person-perspective VR (VR-1P) group and the third-person-perspective VR (VR3P). Two types of feedback were implemented, including the overall feedback and the step-by-step feedback. The dependent variables were the learning performance in triangulation problem-solving and learning motivation.
The results showed that (a) for knowledge application performance, VR-1P with overall-feedback outperformed VR-1P with step-by-step feedback; VR-3P with step-by step feedback outperformed VR-3P with overall feedback. The findings suggest that the learners could better understand the spatial concept of triangulation by internalizing the abstract mathematical concepts with measuring actions. (b) As for feedback, VR-3P with step-by-step feedback in knowledge application performance outperforms VR-1P with step-by-step feedback. The step-by-step feedback helps learners correct misconception timely, so that they could clarify the strategy of problem-solving to achieve selfregulation. (c) As for motivation, participants showed positive motivation toward the employed feedback and VR-3P revealed higher degree of motivation in comparison with VR-1P.

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