虛擬實境技術日趨成熟，是近年來相當熱門的影音娛樂設備之一。隨著遊戲娛樂內容愈加多元豐富，不僅成為使用者重要的休閒娛樂來源之外，也是未來學習的重要教學設備。在虛擬實境的相關研究中，多為醫學手術、護理、焦慮症及醫療器材相關領域，近年來才有研究注意到技能學習及技職教育的重要性。本研究以認知—情感多媒體學習理論為基礎，探討如何應用虛擬實境於技能領域的學習，透過學習者與虛擬實境的人機互動感受，探討學習者使用的VR自我效能、VR學習興趣、VR情境焦慮、沉浸經驗與技能學習保留之關聯性。
本研究採用準實驗設計法，探討北部地區技術型高中汽車科學生進行虛擬實境-汽車美容技能學習情形。本研究採用「汽車美容洗車－車身外部訓練與評量系統」進行學習，本系統練習模式具有鷹架輔助、檢核點等學習功能，評量模式能收集學生學習表現資訊。本研究共有212位受試者參加本研究，進行一週的人機互動及一週的汽車美容技能學習。在學習後進行三次的延宕測驗，分別為第一週延宕測驗、第二週延宕測驗及第五週延宕測驗，並於第五週測驗後發放問卷，透過驗證性分析了解學習者保留情形及情意因素的相關性。
本研究在汰除無效問卷及樣本後，共收集了136份有效問卷及數據，並採用結構方程模型進行確認因素分析。研究結果證實，（1）VR自我效能與VR學習興趣呈正相關，但與VR情境焦慮呈負相關；（2）學習者的VR學習興趣與呈沉浸經驗正相關；（3）學習者的VR情境焦慮與沉浸經驗呈正相關；（4）沉浸經驗與技能的學習成效保留及步驟保留呈正相關。根據本研究結果顯示，學習者在使用VR時自我效能越高，學習者在學習時的沉浸經驗越強，將使其在虛擬的學習情境中更加投入。

As the Virtual reality (VR) usage become more diverse, it becomes not only an important leisure activity for users but also a piece of crucial educational equipment for future classes. Prior researches in VR are often related to medical surgery, nursing, anxiety disorder, or medical equipment. Only in recent years, there are studies paying attention to the importance of skill development in vocational- technical programs. To understand how VR can be applied in the skill development program, this study, based on the cognitive-affective theory of learning with media (CATLM), to explore the cognitive and effective factors in relation to vocational students’ practice with VR. Particular, to examine their VR self-efficacy, learning interest via VR, and VR situational anxiety of learners that affect their leaning retention was investigated.
In this study, a quasi-experimental design method was used to examine how vocational high school students in northern Taiwan acquired automotive detailing skills with VR. 212 vocational students majored participated for practicing once in automotive detailing skills. After the virtual classes this field VR practice, these participants had the retention tests for three times, after a week, two weeks and five weeks. The questionnaires were collected at the last week to see how these participants perceive at affective domain, while learning.
All 143 questionnaires were collected and subjected to confirmatory factor analysis with structural equation modeling. The results of this study revealed that (1) learners' flow experience will be predicted by their learning interest via VR; (2) this flow experience is positively related to the learners’ VR state anxiety; (3) VR self-efficacy is positively related to learning interest via VR, but negatively related to VR state anxiety; (4) flow experience is positively related to performance accuracy and procedural accuracy. The implications of this study indicated the higher the self-efficacy the learners have when using VR devices, enhancing their learning flow experience, and the more attention the learners will be obtained in their virtual learning.

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