本研究的目的在利用虛擬實境和擴增實境技術開發「燃燒虛擬實驗室」學習軟體，融入微觀粒子模型來協助學生理解複雜抽象的科學知識，並以數位遊戲式學習作為評量輔助，增加學生學習及挑戰的意願，學習軟體發展完成後，將探討學生在科學學習成就、及科學學習動機的影響。
本系統以「燃燒」單元為主題，主要學習內容包含「空氣對燭火的影響」、「製造及檢驗氧氣的特性」、「燃燒三要素」，學習系統的執行程序為：在「虛擬實驗」或是「擴增實驗」時會操作擬真實驗；接著在「概念回顧」中統整與澄清科學概念；最後在「挑戰測驗」進行學習成果的檢視，若學生在「挑戰測驗」中有迷思概念，將會再次進入「概念回顧」進行該實驗的操作，使概念可以得到立即性的回饋。
本學習系統的學習成效評估，以新竹市一所公立小學，五年級四個班級，共104位學生為研究對象，採準實驗設計，其中兩班50人為實驗組，進行虛擬實驗教學；另兩班54人為對照組，進行一般教學，教學時間為四節課共160分鐘。收集的資料包含「對本系統的滿意度」以及學生在使用本系統後的「空氣與燃燒成就測驗」、「科學學習動機量表」、前後測分數，以獨立樣本單因子共變數分析(One-way ANCOVA)進行資料分析以探討虛擬實驗教學成效。
本研究的重要發現如下：
一、學生對於「燃燒虛擬實驗室」的感受性，在「系統內容」、「介面設計」、「系統
操作感想」三個向度皆呈現高滿意度，整體感受性亦呈現高滿意度。
二、使用「燃燒虛擬實驗室」對學生在「燃燒」單元的科學學習成就顯著優於一般教
學。也顯示使用「燃燒虛擬實驗室」對學生在「空氣對燭火的影響」、「製造及
檢驗氧氣的特性」及「燃燒三要素」的科學學習成就顯著優於一般教學。
三、使用「燃燒虛擬實驗室」對學生的科學學習動機顯著優於一般教學。

The purpose of this study is to develop “combustion virtual laboratory” learning software through virtual reality and augmented reality technologies, incorporate a micro-particle model to assist students in understanding complex and abstract scientific knowledge, and use digital game learning as an assessment aid, thereby enhancing the learning and challenge intent of students. After the learning software development was complete, the impact on the science learning achievement and science learning motivation of students was explored.
The system used the “combustion” unit as the theme. The main learning contents included: the “impact of air on candlelight”, “producing and testing the properties of oxygen”, and “the three elements of combustion”. The learning system execution procedures included: performing simulation experiments during ‘virtual experiments” or “augmented experiments”; compile and clarify scientific concepts in “Concept Review”; finally, examining learning results in “Challenge Test”. If the students showed misconceptions in the “Challenge Test”, they returned to the Concept Review” to perform the experiment, so as to obtain immediate feedbacks on the concept.
The learning effectiveness assessment of this learning system adopted 104 students from four 5th grade classes of a public elementary school in Hsinchu City as the research participants. The quasi-experimental design was employed. 50 students from two of the classes were in the experimental group that received virtual experiment teaching; 54 students from the other two classes were in the control group that received regular teaching. The teaching time was four lessons, 160 minutes in total. The data collected included: “satisfaction towards this system” the “air and combustion achievement test” and “science learning motivation scale” pretest and posttest scores of the students before and after using this system. The one-way independent-samples ANCOVA was adopted to carry out data analysis and explore the effectiveness of virtual experiment teaching.
The important findings in this study are as follows:
1.In terms of the perceived “combustion virtual laboratory”, the students showed a high degree of satisfaction towards three dimensions: “system content”, “interface design”, and “system operation feedback”; the overall perception also showed a high degree of satisfaction.
2.In terms of “combustion virtual laboratory” use, the science learning achievement of students in the “combustion unit” was significantly superior to that of regular teaching; moreover, in the light of “combustion virtual laboratory” use, the science learning achievement of students in the “impact of air on candlelight”, “producing and testing the properties of oxygen”, and “the three elements of combustion” was also significantly superior to that of regular teaching.
3.In terms of “combustion virtual laboratory” use, the science learning motivation of students was significantly superior to that of regular teaching.

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