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研究生: 陳閔琳
Chen, Min-Lin
論文名稱: 數位虛擬實境學習環境及學習順序對國中生英語情境學習成效、態度及動機之影響
Effects of Digital Virtual Reality Learning Environment and Learning Sequence on Junior High School Students’ Learning Performance, Attitude and Motivation through Contextualized English Learning
指導教授: 陳明溥
Chen, Ming-Puu
口試委員: 陳明溥
Chen, Ming-Puu
陳浩然
Chen, Hao-Jan
王麗君
Wang, Li-Jun
口試日期: 2022/08/08
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2023
畢業學年度: 112
語文別: 中文
論文頁數: 143
中文關鍵詞: 數位學習環境學習順序情境式學習5E學習環擴增實境虛擬實境
英文關鍵詞: E-learning environment, learning sequence, situated learning, 5E learning cycle, augmented reality, virtual reality
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202301816
論文種類: 學術論文
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  • 本研究旨在探討數位虛擬實境學習環境及學習順序,對國中學習者在英語情境式學習成效、態度與動機之影響。研究對象為國中七年級學習者,有效樣本共140人。本研究採因子設計之準實驗研究法,自變項為「數位虛擬實境學習環境」及「學習順序」,「數位虛擬實境學習環境」依據數位虛擬資訊與實境之混和程度不同,分為「擴增實境」及「虛擬實境」兩組;「學習順序」依據實驗教學過程中探索與學習的順序差異,分為「先探索後學習」及「先學習後探索」兩組。依變項為英語情境學習成效(知識記憶、知識理解)、英語學習態度(情意成分、認知成分、行為成分、科技接受度)及英語學習動機(價值成分、期望成分)。
    研究結果發現:在英語情境學習成效面向,(1)就知識記憶而言,「虛擬實境」學習者表現優於「擴增實境」學習者;(2)就知識理解而言,「先探索後學習」的條件下,「虛擬實境」學習者表現優於「擴增實境」學習者;而學習者採用「虛擬實境」時,接受「先探索後學習」的表現優於「先學習後探索」。在學習態度面向,各實驗組學習者對於學習活動皆抱持正向態度,其中「擴增實境」學習者相較「虛擬實境」學習者,有較高的喜好感、科技易用性及科技有效性等表現。在學習動機面向,各實驗組學習者對於學習活動皆抱持正向動機,其中在內在目標導向、外在目標導向、工作價值、自我效能及期望成功面向,「先探索後學習」學習者相較於「先學習後探索」學習者有較高的學習動機表現。

    The purpose of this study was to explore the effects of digital virtual reality learning environment and learning sequence on junior high school students’ learning achievement, attitude and motivation through contextualized English learning. Participants were seventh-graders from a public junior high school. The effective sample size was 140. A quasi-experimental design was employed and the independent variables included type of digital virtual reality learning environment (augmented reality vs. virtual reality) and type of learning sequence ("Explore-and-Learn" vs. "Learn-and-Explore"). The dependent variables included students’ learning achievement, attitude and motivation.
    The results revealed that (a) for knowledge memory performance, the virtual reality group outperformed the augmented reality group; (b) for knowledge comprehension performance, while receiving the "Explore-and-Learn", the virtual reality group outperformed the augmented reality group; and the "Explore-and-Learn" group outperformed the "Learn-and-Explore" group while interacting through the virtual reality. (c) For learning attitude, all participants showed positive attitudes toward the employed contextualized learning. Among all the participants, the augmented reality group outperformed the virtual reality group in terms of liking of learning, technology ease of use and usefulness. (d) As for learning motivation, all participants showed positive motivation toward the employed learning activity. In terms of intrinsic goal orientation, extrinsic goal orientation, work value, self-efficacy and expected to success, the "Explore-and-Learn" group outperformed the "Learn-and-Explore" group.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 4 第三節 研究範圍與限制 5 第四節 名詞釋義 7 第二章 文獻探討 11 第一節 數位學習環境 11 第二節 學習順序 18 第三節 情境式學習 24 第四節 5E學習環 27 第三章 研究方法 32 第一節 研究對象 32 第二節 研究設計 33 第三節 實驗流程 51 第四節 研究工具 52 第五節 資料處理與分析 57 第四章 結果與討論 62 第一節 英語情境學習成效分析 62 第二節 英語學習態度分析 69 第三節 英語學習動機分析 77 第五章 結論與建議 87 第一節 結論 87 第二節 建議 90 參考文獻 93 附錄一、 擴增實境—先探索後學習組學習單 104 附錄二、 擴增實境—先學習後探索組學習單 112 附錄三、 虛擬實境—先探索後學習組學習單 120 附錄四、 虛擬實境—先學習後探索組學習單 128 附錄五、 英語情境學習成效測驗-聽力題目 137 附錄六、 英語情境學習成效測驗-後測 138 附錄七、 英語學習態度、動機量表-後測 139

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