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| Title: | 混合實境於虛實整合化學實驗室之發展及教學應用
Development and Applications of a Chemistry Laboratory with Virtual and Physical Integration based on Mixed Reality |
| Authors: | 涂家政
Tu, Chia-Cheng |
| Contributors: | 陳志銘
Chen, Chih-Ming
涂家政
Tu, Chia-Cheng |
| Keywords: | 混合實境
探究式學習
混合實境結合探究式學習
化學實驗室安全教育
物件辨識技術
Mixed reality
Inquiry-based learning
Mixed reality integrated inquiry-based learning
Chemistry laboratory safety education
Object detection technology |
| Date: | 2022 |
| Issue Date: | 2022-08-01 17:44:41 (UTC+8) |
| Abstract: | 在化學實驗室安全教育中，採用傳統教師講授的教學模式進行教學，仍存在僅能口頭說明，嚴禁學生進行危險操作，難以讓學生真實體驗的缺點與限制。而隨著具有虛實整合特性之混合實境技術的快速發展，已逐漸發展出許多的創新教學應用，並被證實能夠有效地促進學習成效。因此，本研究基於探究式學習模式與混合實境技術開發「基於混合實境之化學實驗室安全教育自學系統」輔以進行化學實驗室安全教育學習，讓學習者得以在虛擬環境中安全且自由地進行探究式實驗操作，避免發生在現實化學實驗室當中可能發生的安全問題，並透過系統所提供的感官體驗與互動效果，讓學習者勇於嘗試錯誤操作，而對於實驗危險後果更加印象深刻。
本研究採用準實驗研究法，以台北市某高中二年級兩個班級的學生共 36 名作為研究對象，並隨機分派為兩組進行化學實驗室安全教育，其中 17 名學生為採用「基於混合實境之化學實驗室安全教育自學系統」輔以學習的實驗組，剩餘 19 名學生則為採用「教師實體授課方式」輔以學習的控制組。透過教學實驗的實施，探討採用不同學習模式輔以進行化學實驗室安全教育的兩組學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度上是否具有顯著的差異。另外，也以實驗室安全先備知識和實驗室安全初始態度為背景變項，進一步探討不同背景變項之兩組學習者，在學習成效、實驗安全態度、學習動機，以及學習滿意度上是否具有顯著的差異。此外，也以半結構式深度訪談瞭解學習者對於不同學習模式的感受與看法，以及對於本研究發展之混合實境系統應用於教學上的改善建議。
實驗結果發現，相較於採用「教師實體授課方式」輔以進行化學實驗室安全教育的學習者，採用「基於混合實境之化學實驗室安全教育自學系統」的學習者更能夠顯著提升其在化學實驗室安全主題上的學習成效。此外，在實驗安全態度分析中得知，兩組學習者均在教學實驗結束後對於實驗安全的態度感受具有顯著的提升。而在學習動機與學習滿意度分析方面，兩組學習者之間並無呈現顯著的差異，但對於這兩種學習模式均持正面肯定的態度，但從訪談結果中發現，學習者仍較傾向於採用「基於混合實境之化學實驗室安全教育自學系統」輔以進行化學實驗室安全教育學習，並且普遍認為透過混合實境沉浸式的操作體驗，更能夠加深其對於危險操作的警覺性與實驗室安全觀念的養成。整體而言，本研究發展之「基於混合實境之化學實驗室安全教育自學系統」在輔助化學實驗安全知識的養成與提升上，不但具有成效，並且具有在學習模式上的創新貢獻。
In chemistry laboratory safety education, the traditional lecture model still remains some drawbacks and limitations on adopting verbal explanations and prohibiting students from performing dangerous operations, thus making it difficult for students to learn real experiences on chemistry laboratory safety. With the rapid development of mixed reality (MR) technology integrating virtual and physical space, many innovative teaching and learning applications with MR support have been successfully developed and proven their effectiveness in promoting learning performance. Therefore, this study develops a novel autonomous learning system for chemistry laboratory safety education based on mixed reality to assist chemical laboratory safety education, allowing learners to conduct inquiry-based experimental operations in a virtual environment by using a free and safe way so that safety problems in real chemical laboratories that may hurt learners can be avoided. Through the sensory experience and interactive effects offered by the system, learners can try the wrong operations as possible as they can in a virtual chemistry laboratory that is similar to a physical chemistry laboratory, thus getting more impressive experiences in chemistry laboratory safety education.
With a quasi-experimental research method in this study, a total of 36 Grade 11 students from two classes of a senior high school in Taipei City, Taiwan were randomly assigned into the experimental and control groups for chemistry laboratory safety education. A total of 17 students were randomly assigned to the experimental group that adopted the autonomous learning system for chemistry laboratory safety education to support chemistry laboratory safety education and the remaining 19 students were assigned to the control group that adopted the traditional physical teaching method with a teacher. An instruction experiment was conducted to examine whether there were significant differences in learning effectiveness, attitudes toward laboratory safety, learning motivation, and learning satisfaction when learners of two groups were assigned above-mentioned two different learning models to support chemistry laboratory safety education. Furthermore, prior knowledge of laboratory safety and initial attitude of laboratory safety are regarded as the background variables to discuss the differences in learning effectiveness, attitudes toward laboratory safety, learning motivation, and learning satisfaction of learners of two groups. In addition, semi-structured in-depth interviews were conducted to understand learners’ perceptions and suggestions towards using different learning models to assist chemistry laboratory safety education.
The research results show that, compared to learners who adopted the traditional physical teaching method for chemistry laboratory safety education, learners who adopted the autonomous learning system for chemistry laboratory safety education based on mixed reality are able to significantly improve their learning effectiveness on chemistry laboratory safety. Furthermore, the analysis of attitudes shows that learners of both groups significantly improved their attitudes toward laboratory safety at the end of the instruction experiment. On the other hand, the analysis of learning motivation and learning satisfaction shows that, there are no significant differences between the learners of two groups, but they have positive attitude toward both learning models. However, according to the interview results, learners tend to adopt the autonomous learning system for chemistry laboratory safety education based on mixed reality to support learning, and they stated that the immersion operation experience from mixed reality is able to enhance their awareness of hazardous operations and the development of laboratory safety concepts. Overall, the autonomous learning system for chemistry laboratory safety education based on mixed reality developed in this study is not only effective in assisting the development and enhancement of chemistry laboratory safety knowledge, but also is an innovative learning model to chemistry laboratory safety education. |
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| Description: | 碩士
國立政治大學
圖書資訊與檔案學研究所
109155018 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0109155018 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202201089 |
| Appears in Collections: | [圖書資訊與檔案學研究所] 學位論文
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