本研究旨在探討兩種不同程度沉浸感虛擬實境 (VR) 教材對國小高年級學生虛擬實境感知與自然科學學習之影響，其中高沉浸感組別（Immersive VR，沉浸式 VR，簡稱 IVR）使用 VR 頭戴式顯示器，而低沉浸感組別（Desktop VR，桌面 VR，簡稱 DVR）則使用桌面電腦，兩個組別學習相同的知識內容。本研究關注學生在學習過程中相關的感知與認知因素，除探討學生的學習成效，也透過 VR 可用性瞭解學生對技術的接受程度，同時量測學生在虛擬世界中感知的「身臨其境」程度，更探討學生在學習活動中的投入與參與，以及學生學習時的認知疲勞。本研究亦進一步探究分別是哪些變項可以預測學生的學習投入。本研究為準實驗設計，將 92 名國小六年級生分為 IVR組別（45 人）與 DVR（47 人）組別，分別學習約 30 分鐘的 VR 教材，後以量化方式收集學習者之學習成效、VR 可用性、臨場感、學習投入和認知疲勞等數據進行分析，採用之統計方式為獨立樣本 t 檢定與多元線性迴歸分析。
研究結果發現，IVR 組別在臨場感之一般題項與空間臨場感子構面上有顯著較高的感受，然兩組別於其他變項上並無顯著差異。針對學習投入的預測可以發現，IVR 組別的空間臨場感與感知易用性可正向預測行為投入；臨場感之一般題項可正向預測情緒投入，而認知疲勞則可負向預測情緒投入；臨場感之一般題項與感知有用性可正向預測認知投入。DVR 組別的空間臨場感與感知易用性可正向預測行為投入；臨場感之一般題項與感知易用性可正向預測情緒投入；空間臨場感與感知易用性則可正向預測認知投入。本研究透過探討學生在 IVR 與 DVR 兩種類型 VR 教材中學習之成效與差異，對教材設計與教育研究提供些許建議。

This study aims to explore the impact of virtual reality with two different levels of immersion on senior elementary school students' virtual reality (VR) perceptions and science learning. The highly immersive group (IVR) used VR head-mounted displays, while the less immersive group (DVR) used desktops, with both groups learning the same knowledge content. This research focuses on the perceptual and cognitive factors related to students' learning process, not only investigating their learning performance, but also understanding students' acceptance of technology through VR usability, measuring the degree of “being there” students perceive in the virtual world, and exploring students' engagement and participation in learning activities, as well as cognitive fatigue during learning. The study further investigates which variables can predict students' learning engagement. This quasi-experimental design study divided 92 sixth-grade elementary school students into the IVR group (45 students) and the DVR group (47 students) , each learning VR materials for about 30 minutes, then collected data such as learning performance, VR usability, sense of presence, learning engagement, and cognitive fatigue in a quantitative manner for analysis. The statistical methods used were independent sample t test and multiple regression analysis.
The results indicated that the IVR group had significantly higher perceptions of general presence item and spatial presence in the sub-dimensions. However, there were no significant differences between the two groups in terms of other variables. Regarding the prediction of learning engagement, the study revealed that spatial presence and perceived ease of use in the IVR group could positively predict behavioral engagement; general presence item could positively predict emotional engagement, while cognitive fatigue could negatively predict emotional engagement; general presence item and perceived usefulness could positively predict cognitive engagement. In the DVR group, spatial presence and perceived ease of use could positively predict behavioral engagement; general presence item and perceived ease of use could positively predict emotional engagement; spatial presence and perceived ease of use could positively predict cognitive engagement. This study offers some suggestions for instructional design and educational research by exploring the effectiveness and differences in students' learning in two types of VR materials, IVR and DVR.

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