本研究在以透過虛擬實境融入課程應用於教學中分析對不同認知風格的學生是否學習成效會受到影響，也是否會造成學生在學習上的理解壓力，或是超出學生所能理解學習範圍，進而成為認知負荷。本研究將使用zSPACE為虛擬實境融入教學工具，在教學課程中以該工具融入教學，活動目的為完成一台可以遙控的齒輪車，並在研究者製作的場地中完成任務，方能算完成課程。研究結論為：(1)整理來說虛擬實境應用教學融入課程後對學習成效有提升；(2)場地獨立學習者在虛擬實境應用教學融入課程後對學習成效較高同時認知負荷也較高；(3)虛擬實境融入課程對於場地依賴學習者來說學習環境結構太複雜。
總言之，虛擬實境工具日新月異，根據不同的工具融入教學對學習的成果也不盡相同，此研究使用為偏向融入式工具使用，在往後課程設計上可參考學習者之認知風格設計較適合的教學方法，以利學習者在學習上達到事半功倍。

The advancement of virtual reality (VR) technology is growing dramat-ically. Using VR tools in education is an important trend recently. This re-search examined the effect of using virtual reality(VR) tool in teaching on different cognitive styles student’s learning and discusses whether such teaching application caused more pressure on student’s understanding of learning. We designed an teaching experiment using VR tool - Zspace in this research. In this teaching experiment, students learned to build a re-mote-controlled car and controlled this car to complete the task. There were three conclusions in this research. First of all, using VR technology in teach-ing improved student’s learning effects. Secondly, students with field-independence cognitive stytle performed better when VR was adapted to teaching. However, the high performances were accompanied by high recognition loading as well.Third, learning environment of implementing VR to teaching was too complex for students with field- dependence cognitive stytle. Different VR tools were released more and more,which caused dif-ferent learning effects.We demonstrated an implementing VR tool in this re-search.In the future, the learner’s cognitive should be taken into more con-sideration while designing teaching strategies using VR tools.

一、中文部份
彭文松（2004）。認知風格、學習風格與思考風格之區辨研究(碩士論文)。取自全國博碩士論文資訊網。(系統編號093NHCT5329003)
朱益賢（2008）。從社會環境成份探討學生的實作技能與科技創造力-透過科技競賽策略。行政院國家科學委員會專題研究成果報告（NSC 95-2511-S-003-021-MY3），未出版。
丁春蘭(2003)。 國小學童乘除問題的解題表現、後設認知與認知型式之分析研究(未出版之碩士論文)。國立台中師範學院數學教育學系，台中市。
何怡慧（2003）。大學生思考風格量表修定及其相關因素之研究(碩士論文)。取自全國博碩士論文資訊網。(系統編號091NSYS55331032)
林建佑（2008）。認知風格對模擬學習成效及學習歷程影響之研究(未出版之碩士論文)。國立臺灣師範大學工業科技教育研究所，台北市。
張怡婷（2003）。個人認知風格、班級閱讀環境與國小高年級學童閱讀行為之相關研究(碩士論文)。取自全國博碩士論文資訊網。(系統編號091NPTT1576060)
陳怡君（2005）。認知風格與網頁設計對學習成效之影響(碩士論文)。取自全國博碩士論文資訊網。(系統編號093MCU05676014)
陳耀豐(2002)。國小學童認知風格、批判思考能力與自然科學業成就之相關研究(碩士論文)。取自全國博碩士論文資訊網。(系統編號090NTCTC147012)
楊淑娟（1997）。國小教師場地獨立性、批判思考與對教學論題之道德推理的關係(碩士論文)。取自全國博碩士論文資訊網。(系統編號085NPTTC576002)
楊坤原(1996)。認知風格與科學學習成就的關係 (一)(二)。科學教育月刊，194，2-12。
蘇國章(2011)。應用認知負荷理論於資訊融入教學多媒體設計之分析－以自然與生活科技領域”電子教科書”為例。生活科技教育月刊，44(2)。
林麗惠（2000）。原住民與非原住民學童的認知風格、推理表現與問題解決表現之相關研究—以桃園縣平地國小學童為例(未出版之碩士論文)。國立新竹師院教育研究所碩士論文，新竹市。
張正杰、 莊秀卿、羅綸新 (2014)。多媒體呈現模式與認知風格對國小自然科學學習成效之影響。教育傳播與科技研究，108，31-48。
翁榮源、廖子瑩(2015)。情境理論應用在物質變化的學習單元之研究—以iPad App工具為例。取自: http://chemed.chemistry.org.tw/?p=6948
郭重吉(1987)。評介學習風格有關研究。資優教育季刊，23，7-16。
黃克文(1996)。認知負荷與個人特質及學習成效之關聯(未出版之碩士論文)。國立台北師範學院國民教育研究所，台北市。
陳蜜桃(2003)。認知負荷理論及其對教學的啟示。國立高雄師範大學教育學系教育學刊，21，29-51。
游光昭、韓豐年、徐毅穎、林坤誼(2005)。國中學生科技態度量表之發展。高學詩大學報，19，69-83。
郭璟諭(2003)。媒體組合方式與認知型態對學習成就與認知負荷之影響(未出版之碩士論文)。國立中央大學資訊管理研究所，桃園市。

二、外文部份
Angeli, C. (2013). Examining the effects of field dependence-independence on learners’ problem-solving performance and interaction with a com-puter modeling tool: Implications for the design of joint cognitive sys-tems. Computers & Education,62, 221-230.
Angeli, C., Valanides, N., & Kirschner, P. (2009). Field depend-ence–independence and instructional-design effects on learners’ per-formance with a computer-modeling tool. Computers in Human Behav-ior, 25(6), 1355-1366.
Baddeley,A.D.(1992).Is working memory working? Quarterly Journal of Experimental Psychology,44A(1),1-31.
Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical train-ing. Surgical endoscopy, 30(10), 4174-4183.
Burdea, G. C., & Coiffet, P. (2003). Virtual reality technology. John Wiley & Sons.
Bertram, J., Moskaliuk, J., & Cress, U. (2015). Virtual training: Making real-ity work?. Computers in Human Behavior, 43, 284-292.
Bissonnette, J., Dubé, F., Provencher, M. D., & Sala, M. T. M. (2016). Evo-lution of music performance anxiety and quality of performance during virtual reality exposure training. Virtual Reality, 20(1), 71-81.
Bhagat, K. K., Liou, W. K., & Chang, C. Y. (2016). A cost-effective interac-tive 3D virtual reality system applied to military live firing train-ing. Virtual Reality, 20(2), 127-140.
Berg, L. P., & Vance, J. M. (2017). Industry use of virtual reality in product design and manufacturing: a survey. Virtual Reality, 21(1), 1-17.
Bricken, M. (1991). Virtual reality learning environments: potentials and challenges. ACM SIGGRAPH Computer Graphics, 25(3), 178-184.
Boccia, M., Piccardi, L., D'Alessandro, A., Nori, R., & Guariglia, C. (2017). Restructuring the navigational field: Individual predisposi-tion towards field independence predicts preferred navigational strate-gy. Experimental Brain Research, 235, 1741– 1748.
Bailie, T., Martin, J., Aman, Z., Brill, R., & Herman, A. (2016). Implement-ing User-Centered Methods and Virtual Reality to Rapidly Prototype Augmented Reality Tools for Firefighters. International Conference on Augmented Cognition. Springer, Cham.
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
De Klerk, R., Duarte, A. M., Medeiros, D. P., Duarte, J. P., Jorge, J., & Lopes, D. S. (2019). Usability studies on building early stage architectural models in virtual reality. Automation in Construction, 103, 104-116.
Fowler, C. (2015). Virtual reality and learning: Where is the peda-gogy?. British Journal of Educational Technology, 46(2), 412-422.
Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321-336.
Engström, J., Markkula, G., Victor, T., & Merat, N. (2017). Effects of cogni-tive load on driving performance: The cognitive control hypothe-sis. Human factors, 59(5), 734-764.
Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: state of the art and perspectives. In The International Sci-entific Conference eLearning and Software for Education (Vol. 1, No. 133, pp. 10-1007).
Gokeler, A., Bisschop, M., Myer, G. D., Benjaminse, A., Dijkstra, P. U., van Keeken, H. G., ... & Otten, E. (2016). Immersive virtual reality im-proves movement patterns in patients after ACL reconstruction: impli-cations for enhanced criteria-based return-to-sport rehabilitation. Knee Surgery, Sports Traumatology, Arthroscopy, 24(7), 2280-2286.
Gayer-Anderson, C. (2016). The application of virtual reality technology to understanding psychosis. Social Psychiatry and Psychiatric Epidemi-ology, 51(7), 937-939.
Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strate-gies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psycholo-gist, 38(1), 33-41.
Hoffmann, M., Meisen, T., & Jeschke, S. (2016). Shifting virtual reality ed-ucation to the next level–Experiencing remote laboratories through mixed reality. In Automation, Communication and Cybernetics in Sci-ence and Engineering 2015/2016 (pp. 293-307). Springer, Cham.
Hwang, G.-J., Tu, N.-T., & Wang, X.-M. (2018). Creating interactive e-books through learning by design: The impacts of guided peer-feedback on students' learning achievements and project outcomes in science courses. Educational Technology and Society, 21(1), 25-36.
Häfner, P., Häfner, V., & Ovtcharova, J. (2013). Teaching methodology for virtual reality practical course in engineering education. Procedia Computer Science, 25, 251-260.
Iwan, K., Manolya, K., & Cheng, K. (2010).Learning science in a virtual re-ality applity application: The impacts of animated-virtual actors’ visual complexity. Computers & Education, 55(2),881-891
Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Infor-mation Technologies, 23(4), 1515-1529.
Keshavarz, B., Speck, M., Haycock, B., & Berti, S. (2017). Effect of differ-ent display types on vection and its interaction with motion direction and field dependence. i-Perception, 8(3), 2041669517707768.
Kent Davis, J., & Cochran, K. F. (1989). An information processing view of field dependence‐independence. Early Child Development and Care, 51(1), 31-47.
Kilani, M., Torabi, K., & Mao, G. (2018). Application of virtual laboratories and molecular simulations in teaching nanoengineering to undergradu-ate students. Computer Applications in Engineering Education, 26(5), 1527-1538.
Knodel, M. M., Lemke, B., Lampe, M., Hoffer, M., Gillmann, C., Uder, M., ... & Bäuerle, T. (2018). Virtual reality in advanced medical im-mersive imaging: a workflow for introducing virtual reality as a sup-porting tool in medical imaging. Computing and Visualization in Sci-ence, 18(6), 203-212.
Kuliga, S. F., Thrash, T., Dalton, R. C., & Hölscher, C. (2015). Virtual reality as an empirical research tool—Exploring user experience in a real building and a corresponding virtual model. Computers, Environment and Urban Systems, 54, 363-375.
Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411-421.
Kucxmarski, T. D. (1992).Managing new products: The power of innovation. CA:Prentice Hall Trade.
Lee, C. H., Cheng, Y. W., Rai, S., & Depickere, A.(2005).What affect student cognitive style in the development of hypermedia learning stystem?Computers & Education, 45,1-9.
Larsen, E., Umminger, F., Ye, X., Rimon, N., Stafford, J. R., & Lou, X. (2018). U.S. Patent Application No. 10/073,516.
Lee, G. I., & Lee, M. R. (2018). Can a virtual reality surgical simulation training provide a self-driven and mentor-free skills learning? Investi-gation of the practical influence of the performance metrics from the virtual reality robotic surgery simulator on the skill learning and asso-ciated cognitive workloads. Surgical Endoscopy, 32(1), 62-72.
Li, H., Zhang, Y., Wu, C., & Mei, D. (2016). Effects of field depend-ence-independence and frame of reference on navigation performance using multi-dimensional electronic maps. Personality and Individual Differences, 97, 289-299.
León, I., Tascón, L., and Cimadevilla, J. M. (2016). Age and gender-related differences in a spatial memory task in humans. Behav. Brain Res. 306, 8–12. doi: 10.1016/j.bbr.2016.03.008
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236.
Messick, S. (1976). Personality consistencies in cognition and creativity. In S.Messick (Ed.), Individuality in Learning (pp. 4-23). San Francisco: Jossey-Bass.
Messick, S.(1984).The nature of cognitive styles: Problems and promise in educational practice.Educational Psychologist,19(2),59-74.
Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319.
Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instruc-tions. Journal of Educational Psychology, 88(1), 49.
Mulbar, U., Rahman, A., & Ahmar, A. (2017). Analysis of the ability in mathematical problem-solving based on SOLO taxonomy and cognitive style. World Transactions on Engineering and Technology Educa-tion, 15(1).
Merchant, Z., Goetz, E. T., Keeney-Kennicutt, W., Kwok, O.-m., Cifuentes, L., & Davis, T. J. (2012). The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59(2), 551-568.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.
Nori, R., Piccardi, L., Pelosi, A., De Luca, D., Frasca, F., and Giusberti, F. (2015). Perspective changing in WalCT and VR-WalCT: a gender dif-ference study [WalCT–VR-WalCT: Gender differences]. Comput. Hu-man Behav. 53, 316–323. doi: 10.1016/j.chb.2015.07.015
Nappo, R., Romani, C., De Angelis, G., & Galati, G. (2019). Cognitive style modulates semantic interference effects: evidence from field dependen-cy. Experimental Brain Research, 237(3), 755-768.
Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.
Palazzo, C., Klinger, E., Dorner, V., Kadri, A., Thierry, O., Boumenir, Y., ... & Ville, I. (2016). Barriers to home-based exercise program adherence with chronic low back pain: Patient expectations regarding new tech-nologies. Annals of Physical and Rehabilitation Medicine, 59(2), 107-113.
Passig, D., Tzuriel, D., & Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments. Computers & Education, 95, 296-308.
Paas, F. G., & Van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122.
Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual re-ality. Journal of Educational Psychology, 110(6), 785.
Palmiero, M., Nori, R., Rogolino, C., D'Amico, S., and Piccardi, L. (2016). Sex differences in visuospatial and navigational working memory: the role of mood induced by background music. Exp. Brain Res. 234, 2381–2389. doi: 10.1007/s00221-016-4643-3
Prasad, M.S. R., Manivannan, M., Manoharan, G., & Chandramohan. S.M. (2016). Objective assessment of laparoscopic force and psychomotor skills in a novel virtual reality-based haptic simulator. Journal of Sur-gical Education, 73(5), 858-869.
Parsons, S. (2016). Authenticity in Virtual Reality for assessment and inter-vention in autism: A conceptual review. Educational Research Review, 19, 138-157.
Quevedo, W. X., Sánchez, J. S., Arteaga, O., Álvarez, M., Zambrano, V. D., Sánchez, C. R., & Andaluz, V. H. (2017, June). Virtual reality system for training in automotive mechanics. International Conference on Augmented Reality, Virtual Reality and Computer Graphics (pp. 185-198). Springer, Cham.
Rittschof,K. A. (2010). Field dependence-independence as visuospatial and executive functioning in working memory:implications for instruc-tional systems design and redearch. Educational Technology Research and Development, 58(1), 99-114.
Sears, A., & Jacko, J. A. (2007). The human-computer interaction handbook: Fundamentals. Evolving Technologies and Emerging Applications.
Sampaio, A. Z., & Martins, O. P. (2014). The application of virtual reality technology in the construction of bridge: The cantilever and incremental launching methods. Automation in Construction, 37, 58-67.
Shukla, C., Vazquez, M., & Chen, F. F. (1996). Virtual manufacturing: an overview. Computers & Industrial Engineering, 31(1-2), 79-82.
Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architec-ture and instructional design. Educational Psychology Review, 10(3), 251-296.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and ger-mane cognitive load. Educational Psychology Review, 22(2), 123-138.
Summitt, M. J. (1995). Creating cool 3D Web worlds with VRML. IDG Books Worldwide, Inc..
Thomas, J. S., France, C. R., Applegate, M. E., Leitkam, S. T., & Walkowski, S. (2016). Feasibility and safety of a virtual reality Dodgeball interven-tion for chronic low back pain: A randomized clinical trial. The Journal of Pain, 17(12), 1302-1317.
Tascón, L., León, I., and Cimadevilla, J. M. (2016). Viewpoint-related gen-der differences in a spatial recognition task. Learn. Indiv. Diff. 50, 270–274. doi: 10.1016/j.lindif.2016.08.007
Tascón, L., García-Moreno, L. M., and Cimadevilla, J. M. (2017). Almeria spatial memory recognition test (ASMRT): gender differences emerged in a new passive spatial task. Neurosci. Lett. 651, 188–191. doi: 10.1016/j.neulet.2017.05.011
Tascón, L., Boccia, M., Piccardi, L., & Cimadevilla, J. M. (2017). Differ-ences in spatial memory recognition due to cognitive style. Frontiers in Pharmacology, 8, 550.
Trindade, Y., Rebelo, F., & Noriega, P. (2018, July). Tourism and virtual re-ality: User experience evaluation of a virtual environment prototype. In International conference of design, user experience, and usability (pp. 730-742). Springer, Cham.
Van Merriënboer, J. J., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Re-search and Development, 53(3), 5-13.
Weyrich,M. & Drews,P. (1999). An interactive environment for virtual man-ufacturing: the virtual workbench. Computers in Industry, 38, 5-15.
Vaughan, N., Gabrys, B., & Dubey, V. N. (2016). An overview of self-adaptive technologies within virtual reality training. Computer Science Review (in press). http://dx.doi.org/10.1016/j.cosrev.2016.09.001
Witkin, H. A.(1976). Cognitive styles in learning and teaching. Imessich In-dividuality in learning. CA: Jossey-bass.
Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles essence and origins: Field dependence and field independence psychological issues. New York: International University Press.
Wilson, J. R. (1999). Virtual environments applications and applied ergo-nomics. Applied Ergonomics, 30(1), 3-9.
Wu, M. P., Hsieh, S. W., & Hsieh, M. C. (2019). How recycling works: A study on the university course with VR to enhance the attitude of envi-ronmental consciousness. Ekoloji, 28(108), 2537-2542.
Xiaoqiang, Z., An, W., & Jianzhong, L. (2011). Design and application of virtual reality system in fully mechanized mining face. Procedia Engi-neering, 26, 2165-2172.