虛擬實境導入國中小課程發展與應用策略之探討

A Study on Introducing Virtual Reality into Curriculum Development and Application Strategy of Junior High and Elementary Schools

虛擬實境（Virtual Reality, VR）技術迅速發展，與教學的結合逐漸受到重視，教育部於2021年推動數位學習計畫—類型三5G新科技（VR）學習示範計畫，全國參與計畫的學校共有69所，分布21縣市，經過調查，使用虛擬實境一體機頭盔共有四個品牌六個系統，本研究訪談五位實際參與虛擬實境教學計畫之教師，經資料分析結果發現，虛擬實境的學習能提供學生主動探索與學習、提升學生的學習動機與興趣、學習內容用於危險性及難以參與的訓練、讓學生從不同視角觀察情境進行教學活動、教學的成功關鍵在於教學活動設計、教學需要導入多人同步連線控制平台、虛擬實境教材具獨特性無法轉移，以及教學需要提供足夠教材幫助學生學習。據此，本研究提出虛擬實境通用教材開發、虛擬實境成為校訂課程、小組取代多人同步控制平台三項建議，以及情境學習策略、遊戲學習策略、探究學習策略、導覽學習策略、小組討論學習策略等五個虛擬實境學習策略。

The rapid development of virtual reality (VR) technology has the combination with instruction be gradually emphasized. Ministry of Education promoted E-learning Promotion Plan-Type III 5G new technology (VR) learning demonstration plan in 2021, when total 69 schools in 21 counties and cities participated in the plan. After the survey, there were 4 brands with 6 systems of all-in-on VR headsets. 5 teachers participating in the VR teaching plan were interviewed for this study. The data analysis results revealed that learning with VR provided students with active exploration and learning as well as promoted students’ learning motivation and interests, the learning content used in dangerous and hard to participate trainings allowed students observing situations from different perspectives for instructional activity, the success key in the instruction lied in instructional activity design, the instruction required simultaneous multiplayers’ connection to the control platform, VR materials presented uniqueness which could not be transferred, and the instruction required sufficient materials to help students’ learning. Three suggestions, including the development of general VR materials, virtual reality being school-developed curriculum, and simultaneous multiplayers’ control platform, as well as five VR learning strategies, namely situated learning, game-based learning, inquiry-based learning, interpretive learning, and group discussion, were proposed in this study.