使用IVR地震反應系統中的IVR自我效能、挫折感、知覺學習價值和興趣預測使用IVR地震反應系統與學習表現之相關研究

Abstract

臺灣位於環太平洋地震帶，地震頻繁，災害風險高，強化民眾的地震反應能力具高度實務與學術價值。本研究聚焦於虛擬實境（virtual reality, VR）技術於地震反應訓練中的應用潛力，探討其對學習者認知、心理與行為表現的影響。研究對象為國立臺灣師範大學學生，透過沉浸式VR模擬真實地震場景，以提升地震知能與反應能力。本研究進一步以探討IVR自我效能、挫折感、臨場感、心流體驗、訓練價值與學習興趣等心理變項之間的關聯，並分析其對學習表現的影響。透過立意抽樣、驗證性因素分析與結構方程模型進行統計驗證，主要研究發現如下：1. IVR自我效能與挫折感呈負相關，與臨場感呈正相關。2. 挫折感與心流體驗、學習興趣呈負相關。3. 臨場感與心流體驗、學習興趣呈正相關。4. 心流體驗與訓練價值呈正相關；學習興趣亦與訓練價值呈正相關。5. 訓練價值與學習表現之間未呈顯著相關。研究結果顯示，IVR技術不僅可提升地震反應訓練的沉浸感與學習動機，亦有助於激發學習者的心理投入與訓練價值感知。研究成果可為未來災害教育設計提供實證依據與創新方向，建議後續可進一步探討不同背景學習者的反應差異及技術熟悉度對學習成效的影響。

Taiwan is located in the Pacific Ring of Fire, where earthquakes occur frequently and pose significant disaster risks. Enhancing the public's earthquake response capabilities holds substantial practical and academic value. This study focuses on the potential application of virtual reality (VR) technology in earthquake preparedness training and investigates its effects on learners’ cognitive, psychological, and behavioral performance. The participants were students from National Taiwan Normal University, who engaged in immersive VR simulations of realistic earthquake scenarios to enhance their knowledge and response abilities. The study further explores the relationships among several psychological variables, including immersive virtual reality (IVR) self-efficacy, frustration, sense of presence, flow experience, perceived training value, and learning interest, and analyzes how these factors influence learning performance. Using purposive sampling, confirmatory factor analysis , and structural equation modeling , the main findings are as follows:1.IVR self-efficacy is negatively correlated with frustration and positively correlated with sense of presence.2.Frustration is negatively correlated with flow experience and learning interest.3.Sense of presence is positively correlated with flow experience and learning interest.4.Flow experience and learning interest are both positively correlated with perceived training value.5.No significant correlation was found between training value and learning performance.The results indicate that VR technology can not only enhance immersion and learning motivation in earthquake preparedness training but also foster learners’ psychological engagement and perception of training value. These findings provide empirical support and innovative insights for the future design of disaster education. It is recommended that future research further explore how differences in learner backgrounds and technological familiarity may affect training outcomes.