臺灣應用虛擬實境於教學對學生學業成就影響之後設分析

A Meta-Analysis of the Impact of Virtual Reality Teaching on Students' Academic Achievement in Taiwan

國內近年來有關檢驗虛擬實境（virtual reality, VR）學習成效的研究約有700多篇，但至今僅有少數幾篇採用後設分析。本研究統整國內2007∼2022年間以國人為研究對象之學位論文及期刊論文（包含發表於國外期刊之論文），透過後設分析法探討VR教學對學生學業成就表現的影響，並進而分析可能影響學習成效的因素。本研究自國內、外相關資料庫搜尋，共獲得59篇符合篩選標準之論文進行分析。結果顯示，在學業成就方面，整體平均ES（ES+）為0.61（95% = 0.50∼ 0.72, z = 10.79, df = 58, p < .001）（隨機效果模式），表示VR教學的學業成就顯著優於非VR教學，且達強烈效果。其次，在調節變項的分析方面，8個變項中有3個達顯著差異：一、在學科領域上，VR應用於科學與科技以及護理領域的成效最佳，已達非常強烈效果，且顯著優於數學、語文及自然與生活科技；二、在學習階段上，VR應用於大專生的成效顯著優於國小生與高中／職生，VR用於國中生也顯著優於高中／職生；三、在VR類型上，頭戴式、桌機型與行動載具式的成效皆顯著優於混合式。針對研究發現，亦進行深入地討論。本研究對各級教師、後續之研究者及未來VR的設計者具有相當的參考價值。

In recent years, there have been over 700 studies in Taiwan that have examined the effectiveness of virtual reality (VR) for learning. However, only a few meta-analyses have been published to date. This study summarized studies published from 2007 to 2022 in Taiwan, and examined the impact of VR teaching on students’ academic achievement through a meta-analysis, and analyzed the moderator variables that may affect learning effectiveness. This study employed “virtual reality” and “grades”, or “academic achievement”, or “learning effectiveness” as the title or keyword, and queries from various databases. As of October 2022, 59 studies matching the criteria were obtained, and the meta-analytic procedures were performed. The results showed that the overall mean ES (ES+) was 0.61（95% = 0.50-0.72, z = 10.79, df = 58, p < .001） (random effects model) indicating that the academic achievement of VR teaching was significantly better than that of non-VR teaching, and achieved a level of strong effect. Furthermore, in the analysis of the moderator variables, 3 of the 8 variables showed significant impacts: 1. In terms of subject areas, VR teaching showed higher ESs in science and technology and nursing, with very strong effect, and significantly better than mathematics, language, and nature and life technology. 2. In the learning stage, the application of VR to tertiary students was significantly better than that of primary school students and high school/ vocational students; VR for junior high school students also significantly outperformed high school/vocational students. 3. In the type of VR, the performance of the headset, desktop, and mobile device models were significantly better than the hybrid model. The study also conducted an in-depth discussion of the research findings. This study should be of significant reference value for teachers at all levels, subsequent researchers, and future VR designers.