原住民族長期與大自然互動，透過對自然環境和土地的認識，發展出一套包含經驗、實踐、社會與世界觀的傳統生態知識，與西方科學教育相比，原住民族對於環境知識的建構與傳承有著截然不同的理解。在國家治理與現代科學知識的強勢之下，原住民族與大自然、土地日漸疏離，代代相傳的經驗與價值在無形之中逐漸消失。特別是由於現代化的經濟發展，原住民族大量外移至都市求職、求學與生活，導致遷入都市的原住民族學童自小脫離部落，隨長輩以身體力行的方式學習農耕、狩獵、採集等各項與自然環境資源互動的機會大幅降低，其族群的傳統環境智慧也因而逐漸流失。所幸目前國內逐漸重視原住民族文化與教育，傳統文化的教學已投入許多資源，除原住民族實驗學校外，在都市中也設立了原住民族專班，然而，都市學生欲回到部落學習傳統生態知識仍會面臨到時間、距離等種種障礙。

基於此認知，本研究提出「虛擬原鄉(Virtual Indigenous Tribe)」，希望透過沉浸式虛擬實境(Immersive Virtual Reality)技術，重現原鄉的環境，並融入傳統生態知識，讓搬離原生部落的都市原住民族學生，以更具臨場感的方式認識部落的環境與知識。

本研究以臺東成功重安部落作為虛擬原鄉建置對象，以耆老訪談與導覽的方式蒐集重安部落傳統生態知識，將其融入利用無人飛行載具(Unmanned Aerial Vehicle, UAV)所拍攝之像片和360°全景相機所拍攝的全景像片和全景影片，以Unity軟體開發沉浸式虛擬原鄉APP。

本研究與樹林高中原住民族專班合作進行虛擬原鄉教學實測，以認知試題和情意量表前後測問卷作為評量工具，評估虛擬原鄉之教學成效。研究結果顯示，虛擬原鄉教學相較於一般教學更能明顯提升學生對於傳統生態知識的認知程度。情意態度方面，前測時學生對於自己部落的傳統生態知識已有一定的認同感，因此虛擬原鄉教學和一般教學皆沒有顯著提升學生對於傳統生態知識的學習態度，但學生們皆表示，有了虛擬原鄉後，會讓他們更想回去部落學習。

本研究期望虛擬原鄉能夠作為輔助教學的工具，讓都市原住民族學生突破時空的限制，以最貼近原住民族人學習的方式學習傳統生態知識，提升學生對自身部落歷史文化的好奇與求知動力。在未來有機會時，學生還是要回到部落實地學習，獲得更完整的知識與技能。

The indigenous peoples have been living in Taiwan for thousands of years. Comparing to the western-style science education, they have completely different pedagogy to establish and to pass their own environmental knowledge, living styles, and cultures. However, the young generation of the indigenous people is losing their traditional point of view to their environment under current western-style science education system. Especially for the indigenous peoples who moved to cities for living, their young generation even barely recognize their original home tribes. The opportunities for them to learn how to interact with natural environmental resources, such as farming and hunting, with their parents are significantly decreased. Fortunately, our country is gradually paying attention to the education of indigenous peoples. Many resources have been invested in the teaching of traditional culture. In addition to indigenous experimental schools, indigenous classes have also been set up in cities. However, urban indigenous students still face difficulties to go back to their home tribes for learning due to the limitations of time and space.

Based on the above, we proposed a concept called “Virtual Indigenous Tribe” in this study. We integrate traditional ecological knowledge into Immersive Virtual Reality to let urban indigenous youths learn the knowledge in a more intuitive way. We choose“Tomiyac” as our Virtual Tribe case. We collected traditional ecological knowledge through the interviews with elders, integrating it into panoramic videos and images taken by 360° panoramic cameras and the Unmanned Aerial Vehicle (UAV) to build Virtual Indigenous Tribe. Finally, we use Unity to develop immersive virtual tribe APP.

In this study, we cooperate with urban indigenous class of Shulin Senior High School to conduct Virtual Indigenous Tribe teaching. We use before and after questionnaires to measure cognitive and affective questions as assessment tools to evaluate the effectiveness of Virtual Indigenous Tribe teaching. The results show that Virtual Indigenous Tribe teaching can significantly improve more students' cognition of traditional ecological knowledge than general teaching. In terms of learning attitudes towards traditional ecological knowledge, students had a high sense of identification during the pretest. Therefore, neither Virtual Indigenous Tribe teaching nor general teaching significantly enhanced students’ learning attitude towards traditional ecological knowledge, but all the students said that Virtual Indigenous Tribe made them want to go back to their tribes to learn more.

In this study, we hope that “Virtual Indigenous Tribe” can be used as an auxiliary teaching tool to enable urban indigenous students to break through the limitations of time and space to learn traditional ecological knowledge in a more authentic way, and increase students’ curiosity about their own tribal history, culture and knowledge. When students have the opportunity in the future, they still have to go back to their home tribes to learn complete knowledge and skills.

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