比較3D頭盔及平板電腦結合物理虛擬實驗室之使用效能評估

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/113976

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題名:	比較3D頭盔及平板電腦結合物理虛擬實驗室之使用效能評估
其他題名:	The usability testings in comparison of 3D headset and tablet computer combined with physics virtual laboratory
作者:	黃書婕;Huang, Shu-Jie
貢獻者:	淡江大學教育科技學系碩士班徐新逸;Shyu, Hsin-yih
關鍵詞:	3D helmet;3D頭盔;General Physics Laboratory;HTC VIVE;junior high school;Tablet PC;Usability;usability testings;VR;平板電腦;使用性;使用效能;使用效能評估;物理虛擬實驗;穿戴式設備;國中生
日期:	2017
上傳時間:	2018-08-03 14:37:37 (UTC+8)
摘要:	臺灣教育部訂定九年一貫課程之科學教育主要以培養學習者對知識的好奇心、主動學習並利用所學知識解決生活問題。然而文獻中發現台灣國高中生的學習動機多因考試而驅動學習，較無自主學習的精神，隨著十二年國教的影響下，原本學習動機就低落的學生們與教師需要共同面對教學的困境。近年來科技快速進步，虛擬實境應用於教學的案例越來越多。亦有許多穿戴式設備與行動載具融入教學現場的案例。因此本研究欲探討透過3D頭盔版與平板電腦版結合物理虛擬實驗室，是否能有效提升學生學習動機與成效。3D頭盔技術興起，其特點在於其沉浸性使人們能有置身於虛擬世界的感官感受。產品或系統與軟體透過評估與修正可節省人力訓練的時間並有效提升效能與效率以及整體的使用滿意度。在教育部於2013年起推動國中、國小與高中行動學習計畫，平板電腦已經在中小學廣泛使用。本研究對象為台北市某國中八年級未學習過「載流導線磁效應」單元的10位學生，採用自徐新逸及周雲虎（2015）所開發的3D互動物理虛擬實驗室－高中力學實驗篇載流導線磁效應實驗做為測試軟體。研究工具為HTC VIVE、AUSU平板電腦、VR/平板檢核表、使用者體驗問卷、知識測驗前、後測以及訪談大綱。透過工作任務操作、使用效能問卷、知識測驗前、後測此三階段的評估與資料蒐集，探討並比較國中生使用3D頭盔與平板結合物理虛擬實驗室之使用效能。研究結果顯示操作任務使用效能上，學生使用3D頭盔版比平板電腦版的物理虛擬實驗室操作效率較佳；問卷分析結果顯示學生使用3D頭盔版比平板電腦版整體感受度高。但在學習成效上兩組並無顯著差異。本研究發現，使用不同的載具進行物理實驗並不影響學生學習成效，但操作過程的流暢度與感受度會影響對產品整體的評價。本研究結果欲提供未來使用虛擬實境與穿戴式設備結合物理實驗之設計參考。 Ministry of Education, R.O.C., determines the major purposes of the Grade 1-9 Curriculum are to encourage students to be more curious about knowledge, actively learn knowledge and solve their problems in their daily life by the knowledge which they learned. However, the literatures found that the learning motivations of senior high school students in Taiwan are due to examination rather than self-controlled learning; with the influence of the 12-year basic education, students with low learning motivations and teachers should face the teaching difficulties together. With the advance of technology in recent years, there are more cases of applying virtual reality to teaching. There are also a lot of wearable equipment and mobile carriers integrated with the teaching environments. Thus, the study will investigate whether the leaning motivations and learning performance of students can be improved by combining 3D helmet, tablet computer with physical virtual laboratory. Currently, the technology of 3D helmet is highly developed; the feature of 3D helmet is that it can make people be enmeshed into virtual world. The products, systems or software can save the time of manpower training and effectively better the performance, efficiency and the overall satisfaction by means of assessment and modification. Ministry of Education, R.O.C., has promoted the mobile learning scheme for elementary schools, junior high schools and senior high schools from 2013, so tablet computers have been comprehensively applied to elementary schools and junior high schools. The targets of the study are 10 eighth-grade junior high school students of one junior high school in Taipei City, and they never learn the unit “Magnetic field of current-carrying wire”; the study adopts “3D interactive physics virtual laboratory – Experiment of magnetic field of current-carrying wire of Chapter - senior high school mechanics experiment” developed by Shyu, Hsin-Yih and Chou, Yu-Hur (2015) as the test software of the study. The study tools include HTC VIVE, ASUS tablet computer, VR/tablet computer check list, user experience questionnaire, knowledge pre-test, post-test and interview summary. By the assessment and data collection of the three stages, the operation of working tasks, usage performance questionnaire and knowledge pre-test and post-test, the study investigates and compares the usage performance of the junior high school students using the combination of the 3D helmet, the tablet computer and the physical virtual laboratory. The result of the study shows that the operation efficiency of the students using the 3D helmet in the physical virtual laboratory is better than that of the students using the tablet computer in the physical virtual laboratory; the questionnaire analysis result shows that the students using the 3D helmet have higher overall feelings than the students using the tablet computer. However, regarding the learning performance, the two groups have not obvious difference. The study finds that using different carriers will not influence the learning performance of the students; however, the fluency and the feeling during the operation process will influence the overall evaluation of the product. The result of the study can be provided for the reference of the design of physical experiments combining virtual reality with wearable equipment in the future.
顯示於類別:	[教育科技學系暨研究所] 學位論文

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