學科內容與語言整合學習中自然課的多模態複習：虛擬實境與簡報遊戲對詞彙與內容知識習得與延宕表現的影響

Multimodal Review in CLIL Science: Effects of VR and PPT Games on the Acquisition and Retention of Vocabulary and Content Knowledge

隨著虛擬實境學習環境在雙語教育中的應用日益受到關注，然比較不同數位工具對內容與語言整合學習自然科複習成效的研究仍相對不足。本研究探討虛擬實境與簡報遊戲兩種數位複習形式，對國小以自然科內容與語言整合學習的學生之學習成效與學習動機的影響。研究對象為臺灣三所公立小學四年級學生共81名，依班級分派為虛擬實境組（n = 40）與簡報遊戲組（n = 41）。研究工具包括前測、後測與延後測、以自我決定理論為基礎之學習動機問卷，以及學生開放式反思資料；量化資料以相依樣本與獨立樣本 t 檢定分析，質性資料則進行主題式編碼分析。研究結果顯示，兩組學生在自然科詞彙與內容知識上皆有顯著進步；組間比較發現，虛擬實境組在自然科內容知識之後測與延後測表現上顯著優於簡報遊戲組，惟在詞彙學習表現上未呈現顯著差異。學習動機分析顯示，虛擬實境複習較能促進學生的持續使用意圖與探索性參與，而簡報遊戲複習則在關聯感與外在動機上表現較佳。整體而言，本研究凸顯虛擬實境與簡報遊戲在雙語自然科複習教學中的互補優勢，並指出具鷹架性之多模態複習設計，對促進學生概念理解與詞彙學習具有關鍵意義。

Despite growing interest in virtual reality learning environments (VRLEs) in bilingual education, their effectiveness for structured review of science vocabulary and content remains underexplored, particularly in comparison with PowerPoint (PPT) games in content and language integrated learning (CLIL) classrooms. This study examined how two digital review formats (VR-based and PPT-based games) were associated with learning outcomes and motivational perceptions in elementary CLIL science. Participants were 81 fourth-grade students from three public schools in Taiwan, assigned by class to a VR group (n = 40) or a PPT group (n = 41). Data included pre-tests, post-tests, and delayed post-tests, a bilingual motivation survey grounded in Self-Determination Theory, and open-ended student reflections. Quantitative data were analyzed using paired- and independent-samples t tests, complemented by thematic analysis of qualitative responses. Results showed that both groups made significant gains in science vocabulary and content knowledge. Between-group comparisons indicated that the VR group achieved significantly higher scores in content knowledge on both the post-test and delayed posttest, whereas no statistically significant differences were found between groups in vocabulary outcomes. Motivational analyses revealed contrasting profiles: VR-based review was associated with stronger intentions for continued use and richer reports of exploratory engagement, while PPT-based review elicited higher levels of relatedness and extrinsic motivation, reflecting the value of teacher guidance, repetition, and structured routines. These findings highlight the complementary affordances of immersive and structured digital review tools and emphasize the importance of purposefully designed, scaffolded multimodal review for supporting conceptual understanding and vocabulary learning in bilingual science education.