虛擬實境應用於量子力學波粒二象性教學模組之開發與研究

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研究生：	貝明哲 Pei, Ming-Che
論文名稱：	虛擬實境應用於量子力學波粒二象性教學模組之開發與研究 Development and research of virtual reality applied to quantum mechanics wave-particle duality teaching module
指導教授：	唐文華 Tarng, Wern-huar
口試委員:	區國良 Ou, Kuo-Liang 林志明 Lin, Chih-Ming 游坤明 Yu, Kun-Ming
學位類別：	碩士 Master
系所名稱：	竹師教育學院 - 學習科學與科技研究所 Institute of Learning Sciences and Technologies
論文出版年：	2024
畢業學年度：	112
語文別：	英文
論文頁數：	50
中文關鍵詞：	量子力學、虛擬實境技術、情境式學習、認知負荷、量子力學虛擬實驗系統滿意度量表
外文關鍵詞：	quantum mechanics, virtual reality technology, situational learning, cognitive load, satisfaction scale of quantum mechanics virtual experiment system
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本研究旨在開發出一套適合高中學生操作的量子力學虛擬實驗教學模組，並
探討此系統對認知負荷、學習動機的影響,以提供後續相關研究與教師教學上使
用。本研究使用準實驗研究法,以自編「量子力學虛擬實驗系統滿意度量表」與
認知負荷量表、學習動機量表以及所開發之量子力學虛擬教學模組為工具，並結
合虛擬實境技術與情境式學習做為工具，採方便取樣方式選取台灣某公立高中一
年級之學生,得有效樣本數 60 人,並以獨立t 檢定、描述性統計、共變異數以及
ANCOVA 等統計方式進行分析。結果顯示,學生在使用本系統後，對於量子力學相
關知識具有高度學習動機，以及低認知負荷，且於成就測驗中，實驗組學生的成
績進步幅度相較控制組具有顯著性。由此可知此虛擬教學模組對培養學習量子力
學之素養有積極、正向的影響。最後依據本研究結果與發現，提出相關建議以供
後續研究者、教師等相關單位參考。

This study aims to develop a set of quantum mechanics virtual experiment teaching modules suitable for high school students, and explore the impact of this system on cognitive load and learning motivation, so as to provide follow-up related research and teacher teaching use. This study uses a quasi-experimental research method, using the self-compiled "Quantum Mechanics Virtual Experiment System Satisfaction Scale", cognitive load scale, learning motivation scale and the developed quantum mechanics virtual teaching module as tools, combined with virtual reality Technology and situational learning were used as tools. Convenience sampling was used to select first-year students from a public high school in Taiwan. The effective sample number was 60. Analysis was conducted using independent t-tests, descriptive statistics, covariance, and ANCOVA. The results show that after using this system, students are highly motivated to learn quantum mechanics-related knowledge and have low cognitive load. In the achievement test, the achievement improvement of students in the experimental group is significant compared with the control group. It can be seen that this virtual teaching module has a positive impact on cultivating the literacy of learning quantum mechanics. Finally, based on the results and findings of this study, relevant suggestions are put forward for reference by subsequent researchers, teachers and other relevant agencies.

摘要......................................................ii
Abstract.................................................iii
Index.....................................................iv
List of Figures...........................................vi
List of Tables...........................................vii
Chapter 1..................................................1
Introduction...............................................1
1.1    Motivation.........................................1
1.2    Problem Settlement.................................2
1.3    Chapter Outline....................................3
Chapter 2..................................................4
Background Knowledge.......................................4
2.1  Quantum Mechanics.....................................4
2.2  Virtual Reality.......................................6
2.2.1 Definition of VR.....................................6
2.2.2 The Construction Method of VR........................7
2.3  Situated Learning.....................................9
2.4  Cognitive Load Theory................................11
2.4.1  Schema.............................................11
2.4.2  Types of Cognitive Load............................12
Chapter 3.................................................14
3.1    Method Structure..................................16
3.1.1  Research Variable..................................17
3.1.2  Research Flow......................................18
3.2    Research Tools....................................19
3.2.1  Learning Achievement Test..........................19
3.2.2  Learning Motivation Questionnaire..................19
3.2.3  Cognitive Load Questionnaire.......................19
3.2.4 Technology Acceptance Model Questionnaire...........20
3.2.5  Quantum Mechanics Virtual Teaching Module..........20
3.3    Research Target and Environment...................28
Chapter 4.................................................29
4.1  Learning Effects Analysis............................30
4.2  Learning Motivation Analysis.........................34
4.3  Cognitive Load Analysis..............................35
4.4  Technology Acceptance Model Analysis.................36
4.5  Observation Records..................................40
Chapter 5.................................................42
5.1    Conclusion........................................42
5.2    Suggestion........................................43
References................................................45
Appendix..................................................47


                                

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