數位教材品質檢核指標之建立──以沉浸式虛擬實境教材為例

Digital Learning Materials in Technical and Vocational Education and Training: A Systematic Review of Research and Applications

沉浸式虛擬實境（immersive virtual reality, IVR）對教學有正面助益，在教育應用越趨廣泛。然IVR教材品質則因缺乏標準而落差甚鉅。本研究以模糊德菲法（Fuzzy Delphi Method, FDM）及層級分析法（Analytic Hierarchy Process, AHP）探討IVR之特質，並發展出IVR教材品質檢核之4個構面與15項指標，且明確列出各指標之重要性相對權重。研究結果顯示「教材內容」為最重要的構面，權重占37.5%。指標當中最重要者為「教材內容正確性」，權重占所有指標的21.8%。本研究發現IVR教材品質指標異於虛擬實境（virtual reality, VR）教材的標準與沉浸感及互動有關，有「虛擬環境的畫面具擬真性」、「虛擬環境能提供具沉浸感的畫面品質」、「虛擬環境呈現之訊息量適宜」及「學習者能與素材進行互動」等4項。本研究提出IVR教材品質指標及重要性權重，可作為未來教師選擇教材、研發團隊開發教材、及主管單位進行評鑑或認證教材時的重要參考依據。

The application of immersive virtual reality (IVR) in education is increasing because of its educational benefits. However, low-quality IVR educational materials present a challenge for teachers, and quality standards have not yet been established. This study used the fuzzy Delphi method and hierarchical analysis to develop a quality assurance framework for IVR materials; furthermore, 4 dimensions and 15 indicators for IVR educational materials were developed, and relative weights were applied to them. The results of this study demonstrated that “material content” was the most important determinant, with a weight of 37.5% The most important indicator was “content correctness”, accounting for 21.8% of all indicators. The indicators of IVR material quality in this study were different from those used in previous studies. The most important indicators in this study were related to immersion and interaction and included “the virtual environment is realistic,” “the image quality in the virtual environment can provide an immersive experience,” “the amount of information presented in the virtual environment is appropriate,” and “the learner can interact with the material.” The results of this study provide a crucial reference for those adopting, developing, or evaluating IVR materials, such as research and development teams and teachers.