HKIER

摘要

近年日益興起在遊戲和教學上運用「虛擬實境」（virtual reality, VR）。在虛擬實境中，基於網路無界限和多媒體的特殊性，大大增強了網頁中同儕間和學習者與虛擬物件的互動。 國小學童會因為網頁的導覽介面設計而影響對網頁的使用習慣，因此了解學童在網頁視覺互動成效的情況，將有助於把虛擬實境建構在兒童網頁的視覺互動上。

本實驗針對台灣60位高年級學童，探討他們在利用虛擬實境網頁的資訊課程中的學習成效。實驗要求學生於CoSpaces EDU虛擬實境網頁平台所設定學習任務中學習，並比較實驗前、後學生在「溝通協調能力」、「團隊合作能力」、「問題解決能力」、「獨立思辨能力」和「創造力」等「5C關鍵能力」中的學習成效差異。

本實驗由專家評鑑結果和學生自評結果，進行成對樣本t檢定，比較虛擬實境教學前、後的學習成效。結果顯示，進行學習任務課程後，高年級學生在「5C關鍵能力」上均達到良好的學習成效。

關鍵詞：5C關鍵能力；高年級學童；虛擬實境；學習成效

Abstract

In recent years, the use of virtual reality (VR) in games and teaching has become increasingly popular. The boundless nature of the Web and the uniqueness of multimedia in VR greatly enhance peer interaction as well as the interaction between learners and virtual objects on Webpages. Elementary schoolchildren’s habits of using Webpages depends upon the navigation interface design of the Webpages. Therefore, understanding the effectiveness of schoolchildren’s visual interaction with Webpages will help implement VR into Websites for schoolchildren.

The purpose of this experiment was to explore the learning outcomes of 60 Taiwanese fifth and sixth graders in a computer course using VR Webpages. The experiment involved students learning through the tasks set on the VR Web platform “CoSpaces EDU.” The differences in their learning outcomes on the “5C key competencies” (i.e., communication and coordination skills, teamwork capabilities, problem-solving skills, independent thinking capabilities, and creativity) before and after the experiment were compared.

Based on the results of expert assessment and students’ self-evaluation, paired-samples t test was conducted to compare the learning outcomes before and after implementing the VR teaching. Results show that the fifth and sixth graders were found to exhibit excellent 5C competencies after the experiment.

Keywords: 5C key competency; fifth and sixth graders; virtual reality; learning outcome