探討教師虛擬實境教學概念對學生虛擬實境感知能動性與學習參與度之影響

Abstract

隨著教育科技的進步，虛擬實境(Virtual Reality, VR)成為提升學習體驗的重要工具。其中，球形影片虛擬實境(Spherical Video Virtual Reality, SVVR)因其操作便利、高沉浸感與互動性，增加了教師在教學教材設計上的靈活性。當教師作為VR教材設計者，其教學概念深刻影響著教材設計內容及設計元素的取用與連接模式，進而可能影響學生在VR中的能動性感知與學習參與。本研究招募五、六年級教師共11位，培訓教師們開發其VR教材與並在其授課班級進行VR教學活動，共242位學生為教師授課對象。研究旨在探討教師教學概念、VR設計與學生感知能動性三者對學生學習參與度的影響。資料來源包括教師開發的VR教材、學生自陳學習能動性 (涵蓋學習控制、注意力與行動三個維度) 及學習參與度 (包含認知、行為、情緒與社會四個維度)。本研究亦進行教師訪談，以了解其初始教學概念、VR教學概念與實踐方式，並採現象圖像法分析訪談資料。本研究進一步對VR教材進行類型分類與設計元素編碼，探討不同教學概念的教師與不同類型的VR，在教材設計上是否有所差異。後續進一步運用階層迴歸分析，探討學生學習能動性、VR類型與教師教學概念對學生學習參與度的預測情形。最後也探究教師VR教學概念與教學實踐間的關聯。研究結果指出，教師的教學概念影響VR教材的設計，教師中心導向者傾向延伸既有知識，而學生中心導向者則融入多元內容引導思考。第二，教師設計VR的目的影響教師VR教學元素的選擇。第三，「學生學習能動性 × VR類型 × 教學概念」的交互作用能預測學生認知、行為與情緒參與度。第四，不同初始教學概念的教師，其VR教學的理解與教學實踐方式亦不相同。即便教師擁有相似VR教學概念，其VR教學實踐方式仍有所差異。整體而言，本研究突顯教師教學概念在VR內容設計與學生學習參與中的關鍵角色，並指出學生學習自主感、VR類型與教師教學概念三者交互作用影響學習參與度的關鍵角色。With advancements in educational technology, Virtual Reality (VR) has become an increasingly valuable tool for enhancing learning experiences. Spherical Video Virtual Reality (SVVR), a subset of VR, offers educators greater instructional design flexibility due to its ease of use, immersive nature, and interactive features. As teachers serve as the primary designers of VR, their conceptions of teaching play a crucial role in shaping the composition of VR instructional elements. These design decisions and the connection patterns of VR elements may influence students' sense of agency in VR and their learning engagement. Therefore, this study recruited 11 teachers who taught 5th- and 6th-grade students (242 students in total), all of whom engaged with teacher-developed VR content. It investigated how teachers' conceptions of teaching, their development of virtual reality (VR) projects, and students' sense of agency are associated with students' learning engagement. Multiple data sources were collected to address this aim, including teacher-developed VR content, students' self-reported sense of agency over learning, attention, and action, as well as their learning engagement across cognitive, behavioral, emotional, and social dimensions. In addition, we conducted teacher interviews to explore their initial conceptions of teaching, their conceptions of teaching with VR, and their approaches to teaching with VR. The phenomenographic method was used to examine the teacher interviews. The analysis summarized teachers' initial conceptions of teaching, conceptions of teaching with VR, and approaches to teaching with VR. Subsequently, the VR content developed by the teachers was categorized, and each element embedded within the VR by the teachers was coded. The study further examined whether teachers with different conceptions of teaching and VR types varied in the elements embedded in their VR content. Hierarchical regression analysis was employed, incorporating variables such as students' sense of agency, VR types, and teachers' conceptions of teaching to predict learning engagement. Finally, the relationship between teachers' conceptions of teaching with VR and their approaches to teaching with VR was explored. Four key findings emerged from the study. First, conceptions of teaching shape VR content. Teacher-centered teachers focused on extending existing knowledge, while student-centered ones included diverse content that guided student thinking. Second, differences in teachers' instructional purposes for developing VR were associated with the specific elements they included. Third, the three-way interaction—sense of agency × VR types × conceptions of teaching—significantly predicted students' cognitive, behavioral, and emotional engagement. Finally, teachers with different initial conceptions of teaching demonstrated distinct understandings of teaching with VR and varied approaches. Furthermore, even teachers with similar VR-oriented conceptions differed in their approaches to teaching with VR. In sum, the study highlights the central role of teachers' conceptions of teaching in shaping both the design of VR content and students' learning engagement. It also underscores the interaction among students' sense of agency, VR types, and conceptions of teaching as a key factor influencing engagement outcomes.