The Influence of Self-Taught Material of Virtual Physics Laboratory on Learning Motivation for High School Students in an Athletic Class

• Main Authors: Yu-Zun-Luo, 羅于尊
• Other Authors: Shyu,Hsin-yih
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/d46aju

碩士 === 淡江大學 === 教育科技學系碩士班 === 107 === "Virtual Reality （VR）" is almost real, but it can eliminate the danger of actual operation and equipment loss. It is the newly developed technology, so it is widely used in medicine, military, science education, The Cloud Virtual Physics Laboratory （CVLab） was established in 2014 and is derived from the project of the Ministry of Science and Technology. It has successively developed several physical experiment unit that meets the requirements of the Ministry of Education, in addition to allowing learners to avoid being in a dangerous environment. As well as getting rid of the limitations of traditional laboratories in the field and time, the experimental concept of "hands-on" can be realized. The software of this study was the high school version of current-carrying conductor experiment from one of CVLab immersive virtual physics laboratory series. This self-learning material designed to achieve self-learning objectives by guidance, observation, and testing. The purpose of this study was to explore the impact of students&apos;&apos; learning motivation before and after using this software. The subjects were thirty-five 12th grade students in a public high school athletic class. The physical Learning Motivation Scale was used in this quasi-experimental study, which was an adaptation of the MSLQ Learning Motivation Scale with a Cronbach 0.94., and used it before and after the experiment. The results for paired sample t- tests showed that students&apos;&apos; learning motivation was significantly different（p < .001）, indicating this software can effectively improve the motivation of athletic-class high school students for doing physics experiments. Furthermore, the six major aspects were also found significant positive effects（p<.01）, explaining that this software may help Athletic-Class high school students effectively improve their intrinsic motivation, extrinsic motivation, job value, control belief, self-efficacy and expectation success and reduced testing anxiety.