| Summary: | 碩士 === 國立臺北教育大學 === 數位科技設計學系(含玩具與遊戲設計碩士班) === 102 === With the advanced developments recently made in all kinds of technology, teaching material has become more and more diversified. Many studies have been done on the application of virtual reality to interactive learning and it is seen as a most effective teaching technique. However, this learning only involves “watching” and “imagining” and visual stimulation can be over emphasized in a virtual reality environment. The importance of “learning by doing” or by “hands-on experience” is often neglected. This study proposes a concept of physical-virtual integration in teaching where a virtual reality environment is integrated with physical material, including a 3D printer, and applied in energy education. To evaluate the proposed teaching method, tests were carried out in a study involving elementary school students. Three classes, selected at random, participated in the research, and three different teaching methods were used in each: the virtual reality teaching method, a physical materials method, and a virtual-physical integration method. After the teaching sessions written tests completed by the students were used to assess the learning outcome. The results showed that students from the virtual reality class performed the worst with an average score of 73.1, the physical material group was better with an average score of 78.5, and students who were exposed to integrated virtual-physical teaching were the best performers with an average score of 89.6. The virtual-physical integration teaching method was also found to effectively improve learning motivation, extend the attention span, and enhance the overall learning process. If the method is adopted for general use, with a combination of virtual and physical material, this will maximize the student’s learning outcome.
|
|---|
