| Summary: | 碩士 === 義守大學 === 工業工程與管理學系碩士班 === 95 === With population aging and the widespread growth of computer technology, virtual reality/VR based training has become a main human-computer interaction issue. VR that enables three-dimensional display of orientation has rapidly evolved into a technology that supports the development of human skills. Considering the declined spatial ability of older adults, the present thesis intends to examine the extent to which a VR-based system can help the elderly in learning spatial-related health-care knowledge. Fifteen older subjects aged over sixty-five and fifteen graduate students were recruited in an experiment where age and learning interface were manipulated as independent variables. Age was defined as a quasi between-subject factor with two types of group (elderly, younger) and learning interface was defined as a within-subject factor with three types of system, namely, two-dimensional display, pure VR display and VR-plus-cues display. Learning performance was evaluated by memorization accuracy adjusted by exposure time, and subjective preference on the interfaces employed. The result of adjusted memorization correctness indicated the main effects of age and interface were both significant, without a significant interaction. The older subject was significantly disadvantaged with respect to the memorization performance regardless of the type of learning systems used. The VR-plus-cues display and two-dimensional display equaled with each other in learning performance, but both were superior to the pure VR counterpart. With respect to user experience, the interaction between age and interface was significantly. Further examination showed that while the older subject did not prefer any specific type of learning interface, the young subject accepted the two VR-based systems with a significantly higher weight. The implications of these results for the design of digital learning systems accommodating age differences were discussed in details.
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