| Summary: | 博士 === 國立臺灣師範大學 === 地球科學系 === 100 === The dissertation has developed the three-dimensional Virtual Reality Learning Environment for Field Trip (3DVLE(ft)) system (sectionⅠ) and used statistical models to explain the relationship between virtual learning environment preference, use, and learning outcomes in 10th grade earth science students (sectionⅡ) and explored gender bias in virtual learning environments (sectionⅢ).
SectionⅠ
In sectionⅠ, the developing process of the three-dimensional Virtual Reality Learning Environment for Field Trip (3DVLE(ft)) system were appearing. The 3DVLE(ft) system developed by us not only functions as multimedia virtual-reality software which supplies close-to-real geological field trip experiences, but also tries to tailor the 3D-CVFT to diverse students’ learning needs by leveraging on auto grading and feedback interfaces in the system. In the 3DVLE(ft) system, users have ample opportunities for exploratory and observational activities, which are prominent activities in field trip. Some possible educational implications in terms of the use of virtual reality technology as alternative to actual field trips in the area of earth science are also discussed.
SectionⅡ
In sectionⅡ, the study investigated the relationship between the use of a three-dimensional Virtual Reality Learning Environment for Field Trip (3DVLE(ft)) system and the achievement levels of senior high school earth science students. The 3DVLE(ft) system was presented in two separate formats: Teacher Demonstrated Based and Student Co-navigated Based. The results from the pre- and post-intervention assessments, along with the demographic and affective data, were used to fit a series of multiple regression models to explore the relationship between achievement, attitude, and learning environment preference. Pre-intervention test score, virtual learning environment preference and use, the degree to which students found the system helpful, and gender were all significantly related to post-intervention test score variability, as was the interaction between gender and prior use of virtual environments.
SectionⅢ
In sectionⅢ, the study investigated the relationship between student gender, perception of intervention helpfulness, and earth science learning in a virtual learning environment, the three-dimensional Virtual Reality Learning Environment for Field
Trip (3DVLE(ft)). Students completed a virtual task to gauge their comfort in navigating virtual worlds, a pre-assessment and questionnaire, tasks within the 3DVLE and a post-test and questionnaire. Data were fit to a series of regression models to explicate the relationship between 1) gender and navigational comfort, 2) attitude and perception of helpfulness, and 3) navigational comfort, perception of helpfulness, and academic performance. Significant relationships were noted in all three models.
Section Ⅳ
In sectionⅣ, in this study, a follow-up analysis of the data reported in Lin , Tutwiler, &; Chang (in press), we investigated the relationship between student use of a virtual field trip (VFT) system and the probability of students reporting wanting to visit the national park site upon which the VFT was modeled, controlling for content knowledge and prior visits to the park. Students who were able to navigate the VFT in teams were more likely than their peers who had the system demonstrated by a teacher to want to visit the national park. In addition, students with higher pre-intervention content knowledge were more likely to want to visit the national park than their peers with lower pre-test scores, in both the teacher demonstration and student co-navigation conditions.
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