本研究之主要目的，在利用虛擬實境技術設計一套以「生物與環境」單元為藍本的網頁教材，以提供國中自然與生活科技領域使用。本研究以真實生態環境作為本系統建置藍圖，讓學習者可以在虛擬湖泊場景中自由移動和主動探索，並透過互動功能的設計來認識各種水中生物。
本研究使用3D電腦繪圖技術來建置湖泊的場景，並利用虛擬實境軟體和科學教育理念來設計使用者操作介面與輔助觀察、探索所需要的功能。研究者依據各種生物的外觀和行為模式來設計模型與動態，再將各種生物安排到適當位置並設定活動範圍，並搭配在虛擬場景中點選生物模型可展示文字說明、影片或圖片的整合學習視窗功能以加強學習者的知識和印象。
本研究透過使用者問卷調查來評估學習者對網路虛擬湖泊生態系統的使用態度，調查結果顯示此系統可引發學習者的興趣並增加對湖泊生態環境的認識，讓學習者可以在情境引導下發現生態系的關聯性，並將發現的資訊透過組織建構成為知識，協助他們建立完整的生態觀念。
就使用的方便性而言，學習者在利用虛擬實境建置的環境中探索與學習，既不必深入野外也不需考量安全性的問題，還可以從各種難以到達的位置與角度來進行觀察。虛擬實境與傳統平面媒體教材最大的差異，是能以立體和高互動的方式達到身歷其境的效果。此外，學習者透過網際網路可以超越時間與空間的限制，隨時隨地在虛擬的生態環境中進行觀察與探索，對於國中自然與生活科技領域「生物與環境」單元之學習有很大的幫助。

The objective of this study is to use virtual reality technology to design the web-based teaching materials for the learning unit “Biology and Environment” in the field of nature and life science technology in junior high schools. Based on real biological environments, this study developed a virtual lacustrine ecosystem where learners can move freely and investigate actively to become familiar with differend kinds of creature through the design of interactive functions.
This study used 3D computer graphic technology to develop a virtual lacustrine scene, and used virtual reality software and science education concepts to design user interface and functions to assist observation and investigation. The researcher designed the models and their dynamic motions based on the appearance and behavior of various creatures, and arranged them at proper positions within certain areas. By clicking at the models inside the virtual scene, the system can show the texts, images, and movie clips in an integrated window to enhance the knowledge and impression of learners.
This study used questionnaire to investigate the attitudes of learners after using the virtual lacustrine ecosystem. The results showed that the system could enhance learners’ interest and their knowledge about lacustrine ecological environment. The created situation could lead learners to discover the relation inside a lacustrine ecosystem and use the obtained information to construct organized knowledge to help them develop integrated eclolgical concepts.
Considering the convenience of usage, learners don’t need to go to the wild field or worry about the safety problems when using virtual environments for investigation and learning, and they can also perform observation from positions and angles which are difficult to reach. The major difference between virtual reality and plane media is that the former can produce almost real situations by way of stereo vision and high interaction. Besides, learners can perform observation and investigation in the virtual ecological environments through the Internet with limitaion of time or space. Therefore, it is helpful for the learning of “Biology and Environment” in nature and life science technology in junior high schools.

王希亮（1995）。多媒體導論與應用。凱立資訊。
王麗娟、謝文豐(2000)。生態保育。臺北：揚智文化出版公司。
朱湘吉（1992）。新觀念、新挑戰—建構主義的教學系統。教學科技與媒體，2， 15-20。
朱敬先（1997）。教育心理學。台北：五南。
沈中偉（1995）。多媒體電腦輔助教學的學習理論基礎研究。視聽教育，36(6)，12-25。
林秀美（1998）。電腦模擬在科技教育上之應用。教學科技與媒體，42，23-31。
林清山 (1997)：教育心理學--認知取向。台北，遠流出版社。
邱富宏（1997）。線上輔助教學系統設計。第六屆國際電腦輔助教學論文集。
施郁芬、陳如琇（1996）。情境脈絡與學習遷移。教學科技與媒體，29，23-31。
洪昭榮、劉明洲（1992）。電腦輔助教學之設計原理與應用。台北：師大書苑。
徐逸新（1996）。情境學習在數學教育上之應用。教學科技與媒體，29，13-22。
張靜嚳（1996）。建構教學：採用建構主義如何教學？。建構與教學，7，彰化師大科教中心。
梁朝雲、李恩東(1998)。虛擬實境的發展和種類。視聽教育雙月刊，40卷第3期，18-26。
陳慧娟（1998）。情境學習理論的理想與現實。教育資料與研究，25，47-55。
趙金婷、鄭晋昌（1999）。虛擬實境學習環境的設計與評量。教學科技與媒體，4，2-11。
劉馨韓（1993）。網路虛擬動物園的建置方法研究。未出版之碩士論文，國立新竹教育大學/數理研究所(自然組)，新竹市。
蔡錫濤、楊美雪（1996）。情境式學習的教學設計。教學科技與媒體，30，48-53。
翰林出版社編（2008）。國民中學自然與生活科技1下--生物篇。台北市：翰林。
Bell, John T. & H. Scott Fogler (1996). Vicher: A Virtual Reality Based Educational Module for Chemical Reaction Engineering. Computer Applications in Engineering Education, 4(4). Brenda Mergel(1998). Instructional
Biehler, R. F. & Snowman, J. (1986) Psychology applied to teaching. Boston:Houghton Mifflin Company.
Byrne, C.M. (1996). Water on tap: The Use of Virtual Reality as an Educational Tool. PhD. Dissertation, department of Industrial Engineering, University of Washington, Seattle, WA.
David Crowe, & Hossein Zand( 2000).Computers and undergraduate mathematics I : setting the senne. Computers & Education 35, 95-121.
David, D., & Alan, J. (2002). Army training: the environmental gains resulting from the adoption of alternatives to traditional training methods. Journal of Environmental Planning and Management, 45(2), 245-265。
Dekkers, J., & Domatti, S. (1981). The integration of research studies on the use of simulation as an instructional strategy. Journal of Educational Research, 74(6), 424-427.
Flescher, E. Z. (1997). Discovery and experiential-based learning with computer simulations. Unpublished doctoral dissertation, University of Kansas, KS.
Fripp, J. (1997). A future for business simulation? Journal of European Industrial Training, 21(4), 138-1442.
Huppert, J., Yaakobi, J., & Lazarovvitz, R. (1998). Learning microbiology with computer simulations: students’ academic achievement by method and gender. Research in Science & Technological Education, 16(2), 231-245.
Lee, J. (1999). Effectiveness of Computer-based instruction simulation: A meta-analysis. International Journal of Instructional Media, 26(1), 71-85.
Michael, K. Y. (2000). Comparison of students’product creativity using a computer simulation activity versus a hands-on activity in technology education. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, VA.
Tim Guerra, & Dan Heffernan (2004, March). The Guerra Scale, Learning Circuits, http://www.learningcircuits.org/2004/mar2004/guerra.htm