應用虛擬實境進行戶外環境教育解說成效之評估

Abstract

環境教育可提高學習者的學習興趣、提升知識，並建立良好的自然環境保護態度。戶外環境教育地點選擇，因空間距離或是惡劣天氣等阻礙倍受限制；現今面臨疫情時代，更加限縮戶外教育的機會。虛擬實境(virtual reality, VR)具有不受時空限制的特性，若能應用VR進行環境教育，不僅可以節省戶外旅遊之成本與風險，更能擴增環境教育場景選擇、提高環境教育頻率。過去少有研究將VR應用於環境教育，本研究嘗試運用VR於國小學童之自然環境教育，並透過學習成效評估瞭解VR環境教育之可行性。研究的目主要有：1.探討VR與現地教學模式下之學習成效指標（學習興趣、學習知識、行爲傾向）彼此關聯之差異；2.比較應用VR在自然與人文兩種場所之學習成效差異；3.探討VR教學時自主學習行對學習成效的影響；4.探討VR教學時暈眩感對學習成效的影響。 本研究選擇臺北植物園及板橋林家花園為案例。臺北植物園是臺灣北部唯一都會型植物園，而林家花園是台灣保存較爲完整的園林建築國定古蹟，兩園區均提供團體預約導覽服務及學習單等教學工具，以推廣環境教育。本研究VR解說媒體主要根園區志工解說之內容進行製作，並編製學習單做為學習知識評量工具。媒體製作時先經與一位資深解說員訪談後設定以主題並規劃解說場景與內容；之後以Gopro Max攝影機拍攝解說員在植物園現地及林家花園現地實景之360°環景教學影片；再利用Virti軟體進行VR影片後置編輯，並利用此軟體之「熱點」按鈕編輯功能在各場景增添額外的文字與圖像解說讓受測者自由選擇，做為受測者自主學習之行為評估。受測者選擇臺北市某國小兩班中年級學生為研究對象，共計104人參與。請受測者於教室內配戴Google紙盒眼鏡並搭配手機，自由觀賞臺北植物園及林家花園360度環景之VR環境教育影片，過程中同步錄製每位受測者的觀看內容，據此計算熱點按鈕使用次數以評估自主學習行爲；結束後填寫問卷，內容包括：以1-5個等級尺度測量學習興趣、學習知識、行爲傾向以及VR暈眩感等問項。 研究結果發現，透過VR進行自然與文化場域之環境教育，在自然場景的VR教學下，學生表現出更好的學習興趣(p=.00)與行爲傾向(p=.03)；學習興趣會提升影響行為傾向；但在文化場域VR暈動症卻會降低學習興趣(p=.00)。此外，瀏覽解説時按熱點次數越多者其學習單答對率越高，表示VR自主學習行為會正向影響學習知識表現。

Environmental education can enhance learners' interest in learning, improve their knowledge, and build good attitudes toward protecting the natural environment. The choice of outdoor environmental education sites is limited due to space distance or inclement weather; now that we are facing an epidemic era, the opportunities for outdoor education are even more limited. Virtual reality (VR) has the feature of not being limited by time and space, and if VR can be applied to environmental education, it can not only save the cost and risk of outdoor travel, but also expand the choice of environmental education scenes and increase the frequency of environmental education. In this study, we attempted to apply VR to the natural environment education of elementary school children and to understand the feasibility of VR environmental education through learning effectiveness evaluation. The main objectives of the study are: 1. to investigate the differences between the learning effectiveness indicators (learning interest, learning knowledge, and behavioral tendencies) of VR and in situ teaching mode; 2. to compare the learning effectiveness of VR application in natural and humanistic settings; 3. to investigate the effect of independent learning behavior on learning effectiveness during VR teaching; and 4. to investigate the effect of vertigo on learning effectiveness during VR teaching. In this study, the Taipei Botanical Garden and the Panchiao Lin Family Garden were selected as case studies. The Taipei Botanical Garden is the only metropolitan botanical garden in northern Taiwan, and the Lin Family Garden is a national monument with a relatively well-preserved landscape architecture in Taiwan. In this study, the VR interpretation media was produced based on the content of the garden volunteers' interpretation, and the learning sheets were compiled as a tool to assess the learning knowledge. The media was produced by interviewing an experienced narrator and then setting the theme and planning the scenes and contents of the narration; after that, a 360° video of the narrator's live scenes in the Botanical Garden and Lin's Garden was filmed with a Gopro Max camera. The "Hotspot" button editing function of the software was used to add additional text and graphic explanations to each scene for the test subjects to freely choose, as a behavioral assessment of their independent learning. Two classes of middle grade students from Daan Elementary School in Taipei City were selected as the subjects, and 104 students participated in the study. The participants were asked to wear Google carton glasses and cell phones in the classroom and freely watch the 360-degree environmental education videos of the Taipei Botanical Garden and Lin's Garden, At the end of the study, the questionnaire was filled out to measure interest in learning, learning knowledge, behavioral tendencies, and VR vertigo on a scale of 1-5. The results of the study revealed that students showed better interest in learning (p=.00) and behavioral tendencies (p=.03) when taught through VR in natural and cultural settings; interest in learning increased behavioral tendencies; but VR motion sickness in cultural settings decreased interest in learning (p=.00). In addition, the higher the number of hotspots clicked when browsing the explanation, the higher the answer rate of the study sheet, indicating that VR self-directed learning behavior positively affects learning knowledge performance.