發展虛實混合互動教學系統於虛擬實境教學活動之教學實驗研究：以國小環境汙染探索為例

A Teaching Experiment Study on the Development of a Virtual-Reality-Mixed Interactive Teaching System for Virtual Reality Learning Activities: A Case Study of Environmental Pollution Exploration in Elementary School

許多研究已證實虛擬實境在教學上的潛力，並多集中於探討其對教學的有效性，但對於如何改善虛擬實境教學活動的研究相對甚少。為了填補此一研究空白，本研究旨在發展一個「虛實混合互動教學系統」，藉由虛擬實境教學管理平臺、平板電腦與虛擬實境頭盔等設備，改善傳統虛擬實境教學的限制，並驗證其對學習成效上的影響。本研究以南部某國小高年級學生為對象，採用準實驗設計，分為使用虛實混合互動教學系統的實驗組（26人）與使用傳統虛擬實境教學系統的控制組（15人），比較兩組之學習成效。研究結果顯示，虛實混合互動教學系統能有效支持教師於虛擬實境環境中進行教學，並促進同儕間的合作學習。實驗結果亦顯示，該系統在提升學生的群體自我效能及社交存在感方面具顯著效果。本研究證實了虛實混合互動教學系統在提升學生學習效果方面的潛力，為未來虛擬實境教學設計提供了實證依據和寶貴見解。

Numerous studies have demonstrated the potential of virtual reality (VR) in education, with most focusing on its effectiveness in teaching. However, there are few studies on how to improve virtual reality teaching activities. To address this gap, the present study aims to develop a “Virtual-Reality-Mixed Interactive Teaching System” that integrates a VR teaching management platform, tablets, and VR headsets to overcome the limitations of traditional VR teaching and evaluate its impact on learning outcomes. This quasi-experimental study involved upper-grade elementary students from a school in southern Taiwan. The experimental group (n = 26) utilized the Virtual-Reality-Mixed Interactive Teaching System, while the control group (n = 15) used a traditional VR teaching system. The results indicated that the Virtual-Reality-Mixed Interactive Teaching System effectively supported teachers in instruction within VR environments and enhanced student collaborative learning. Additionally, the findings showed significant improvements in students’ group self-efficacy, and social presence. This study demonstrates the potential of the Virtual-Reality-Mixed Interactive Teaching System to enhance student learning outcomes, providing empirical evidence and valuable insights for future VR instructional design.