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    Title: 應用虛擬實境於火災逃生訓練之研究
    Study on the Application of Virtual Reality in Fire Escape Training
    Authors: 顏新又
    Yen, Shin-You
    Contributors: 李蔡彥
    林日璇

    Li, Tsai-Yen
    Lin, Jih-Hsuan

    顏新又
    Yen, Shin-You
    Keywords: 虛擬實境
    火災逃生
    教學
    內隱知識
    Virtual Reality
    Fire Escape
    Learning
    Implicit Knowledge
    Date: 2025
    Issue Date: 2025-04-01 11:38:08 (UTC+8)
    Abstract: 虛擬實境(Virtual Reality, VR)作為學習工具,已經被證實相較於傳統學習方式成效更加優異。儘管在火災模擬上已經有許多VR系統被開發,但真實火災發生時通常沒有系統會提示我們該如何逃生。在火災逃生訓練上,VR作為學習工具是否優於傳統方式有待驗證。本研究設計一個完全沒有系統提示和介面下的火災逃生情境,並透過Polanyi的內隱知識理論,設計兩種內隱知識的傳授手段:影片和VR。本研究比較兩種教學方式對於火災逃生的影響,並探討IPQ(Igroup Presence Questionnaire)、SSQ(Simulator Sickness Questionnaire)、Embodiment和SUS(System Usability Scale)對於實驗結果的影響。系統包含三個場景:熟悉VR操作的教學場景、體驗用的VR場景和測驗用的VR場景。受測者被分為控制組與實驗組,兩組皆會使用教學場景和測驗場景,但控制組會觀看影片學習火災知識,而實驗組會進入體驗用的VR場景學習火災知識。實驗蒐集逃生成功或失敗、逃生時間和上述四份問卷。結果顯示影片和VR對於逃生成功與否沒有顯著差異,但平均值間存在一定差距,且對於逃生時間有顯著差異,透過VR學習的人逃生時間較短。IPQ、SSQ、Embodiment和SUS則對於逃生沒有影響。本研究存在限制,建議未來研究針對受測者的學習能力、使用VR的時數和過往火災知識進行篩選,將問卷量測時間放置在學習知識後,測驗之前,探討火災VR系統中合適的SSQ分數,以及探討火災VR系統合適的評估問卷。
    Virtual Reality (VR) has been proven to be a more effective learning tool compared with traditional methods. Although many VR systems have been developed for fire simulation related scenarios, real fires typically do not provide system prompts to guide escape routes. Therefore, whether VR is superior to traditional methods for fire escape training remains to be validated. This study designs a fire escape scenario without system prompts or user interface assistance. Based on Polanyi's theory of tacit knowledge, two instructional approaches for tacit knowledge transmission are implemented: video-based learning and VR-based learning. The study compares the effects of these two teaching methods on fire escape performance and examines the impact of the Igroup Presence Questionnaire (IPQ), Simulator Sickness Questionnaire (SSQ), Embodiment, and System Usability Scale (SUS) on the experimental results. The system consists of three scenes: a tutorial scene for familiarizing with VR operations, a VR scene for learning, and a VR scene for evaluation. Participants are divided into a control group and an experimental group. Both groups use the tutorial and the test scene; however, the control group learns fire escape knowledge through video, while the experimental group learns through the experiential VR scene. The experiment collects data on escape success or failure, escape time, and responses to the four questionnaires. The results indicate no significant differences between video and VR in terms of escape success rates, but there is a different between means, and there is a significant difference in escape time—participants who learned through VR escaped more quickly. IPQ, SSQ, Embodiment, and SUS do not influence escape performance. This study has limitations, and future research is recommended to refine participant selection based on learning ability, VR usage hours, and prior fire knowledge. It is also suggested to administer the questionnaires after learning but before testing, explore appropriate SSQ score for fire-related VR systems, and investigate suitable evaluation metrics for fire escape VR training.
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    Description: 碩士
    國立政治大學
    數位內容碩士學位學程
    111462003
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0111462003
    Data Type: thesis
    Appears in Collections:[數位內容碩士學位學程] 學位論文

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