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| Title: | 發展基於混合實境之遠端化學虛擬實驗室協作系統促進學習成效
Developing a Remote Collaborative Learning System of Virtual Chemical Laboratory based on Mixed Reality to Facilitate Learning Performance |
| Authors: | 羅鈺涵
Lo, Yu-Han |
| Contributors: | 陳志銘
Chen, Chih-Ming
羅鈺涵
Lo, Yu-Han |
| Keywords: | 協作學習
混合實境
學習成效
團體效能
學習動機
學習滿意度
Collaborative learning
Mixed reality
Learning performance
Group efficacy
Learning motivation
Learning satisfaction |
| Date: | 2024 |
| Issue Date: | 2024-09-04 13:54:10 (UTC+8) |
| Abstract: | 在化學實驗室中，學習者經常需要通過協作來完成化學實驗。然而，COVID-19 冠狀病毒大流行期間，學校被迫暫停實體實驗課程，導致學習者無法在實體空間中協作完成實驗活動，轉而採用語音或視訊會議等遠端協作方式來輔以進行學習。相較於語音或視訊會議，應用混合實境技術的遠端協作方式，更能夠讓學習者感受到更強烈的存在感和共存感，並為無法進入化學實驗室進行實驗活動的情況提供了一種有效的替代方案。此外，混合實境技術建立的協作系統，能有效減少化學品和廢棄物對於環境的汙染，契合綠色化學的理念。因此，本研究發展之「基於混合實境之遠端化學虛擬實驗室協作系統」旨在利用混合實境遠端協作技術，並以秒錶反應實驗作為學習主題，允許多名學習者同時進入共享空間感知資訊之虛實整合化學實驗室，並在同步的虛實整合化學實驗室協作情境中，即時觀察彼此的實驗操作與協作過程。
本研究採用準實驗研究法，以台北市某女子高中二年級兩個班級的學生合計 51 名為研究對象，並將其隨機分派為兩組進行秒錶反應化學實驗學習，其中 27 名學生為採用「教師於化學實驗室進行實體授課方式」輔以學習的控制組，剩餘 24 名學生則為採用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以學習的實驗組。本研究旨在探討採用不同學習模式輔以進行秒錶反應化學實驗學習的兩組學習者，在學習成效、團體效能、學習動機，以及學習滿意度上是否具有顯著的差異。此外，也以化學先備知識及認知風格為背景變項，進一步探討不同化學先備知識及認知風格之兩組學習者，在學習成效、團體效能、學習動機，以及學習滿意度上是否具有顯著的差異。最後，本研究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，同時亦與兩位具有多年教學經驗之化學老師進行訪談，以此統整出本研究發展之混合實境協作系統應用於化學實驗學習上的利基，以及系統需要進一步改善的建議。
研究結果發現，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的高先備知識學習者在學習成效上顯著優於使用「教師於化學實驗室進行實體授課方式」的高先備知識學習者。在團體效能方面，採用「基於混合實境之遠端化學虛擬實驗室協作系統」與「教師於化學實驗室進行實體授課方式」兩種不同學習模式輔以進行學習的學習者，在團體效能上並無顯著的差異，但是均具有高於量表得分中位數的團體效能感受。在學習動機方面，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的高先備知識學習者在價值面向上顯著優於使用「教師於化學實驗室進行實體授課方式」的高先備知識學習者。在學習滿意度方面，使用「基於混合實境之遠端化學虛擬實驗室協作系統」輔以進行學習的場地獨立型學習者，在學習滿意度上顯著優於使用「教師於化學實驗室進行實體授課方式」的場地獨立型學習者。
依據研究結果及針對兩組學習者的訪談資料分析，本研究提出「基於混合實境之遠端化學虛擬實驗室協作系統」的改善建議，以及未來研究方向。整體而言，本研究將化學實驗內容結合混合實境遠端協作技術發展「基於混合實境之遠端化學虛擬實驗室協作系統」，為學習者提供一個創新的遠端協作學習工具，在無法實際進入化學實驗室的情况下，爲學習者提供了更加身臨其境的互動學習體驗。
In chemistry laboratories, learners often collaborate with their peers to conduct chemical experiments. However, during the COVID-19 coronavirus pandemic, schools were compelled to suspend physical laboratory classes, preventing learners from collaborating in person and necessitating the adoption of remote learning methods such as voice or video conferencing. Compared to traditional face-to-face collaboration methods, remote collaboration using mixed reality technology offers learners a stronger sense of presence and co-presence. It provides an effective alternative way for conducting chemical experiments when physical access to the chemistry laboratory is not possible. Moreover, collaboration systems built on mixed reality technology can effectively reduce environmental pollution from chemicals and waste, aligning with the principles of green chemistry. Therefore, this study aims to develop a “remote collaborative learning system of virtual chemical laboratory based on mixed reality” focused on “chemical clock reaction” as the target learning topic. This system allows multiple learners to enter a shared space and perceive information in an integrated virtual and real environment of the chemistry laboratory, facilitating real-time observation of each other’s experiment operations and collaboration processes.
This study utilized a quasi-experimental research design involving 51 students from two 11th-grade classes at a girls’ high school in Taipei City, Taiwan. They were randomly assigned to two groups to learn the “chemical clock reaction.” The control group comprised 27 students who received traditional, in-person teaching in the chemistry laboratory, while the experimental group consisted of 24 students who used a “remote collaborative learning system of virtual chemical laboratory based on mixed reality” for their learning activities. The study aimed to investigate potential significant differences between the two groups in terms of learning performance, group efficacy, learning motivation, and learning satisfaction. Additionally, prior knowledge and cognitive styles were considered as background variables to examine differences in learning performance, group efficacy, learning motivation, and satisfaction between the two groups. Furthermore, semi-structured in-depth interviews were conducted to gather insights into students’ perceptions and opinions regarding two different learning modes. Simultaneously, interviews were also conducted with two experienced chemistry teachers to incorporate their perspectives. This process aimed to synthesize recommendations for enhancing the development of the mixed reality collaboration system applied to chemistry experiment learning in this study.
The study found that learners with high prior knowledge using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” significantly outperformed traditional in-person teaching in the chemistry laboratory in terms of learning performance. In terms of group efficacy, no significant differences were observed between learners using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” and those using the traditional in-person teaching method in the chemistry laboratory, but both groups demonstrated learning performance above the median on the scale. Regarding learning motivation, learners with high prior knowledge using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” showed significantly higher scores in the value dimension compared to those using the traditional in-person teaching method in the chemistry laboratory. In terms of learning satisfaction, field-independent learners using the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” showed significantly higher satisfaction levels than their counterparts using the traditional in-person teaching method in the physical chemistry laboratory.
Based on the research findings and learner interviews, this study proposes recommendations for improving the “remote collaborative learning system of virtual chemical laboratory based on mixed reality” and suggests future research directions. Overall, this study integrates chemical experiment content with mixed reality remote collaboration technology to develop the “remote collaborative learning system of virtual chemical laboratory based on mixed reality.” This system offers learners an innovative remote collaborative learning tool, providing a more immersive and interactive learning experience for situations where physical access to a chemistry laboratory is not feasible. |
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| Description: | 碩士
國立政治大學
圖書資訊與檔案學研究所
111155005 |
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