Learning Outcomes of Fifth and Sixth Graders by Using a Virtual Reality Website in a Computer Course

• Main Authors: Chia-Ho Lin, 林佳禾
• Other Authors: Yung-Chin Tsao
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/h9xz9g

博士 === 大同大學 === 設計科學研究所 === 107 === The purpose of this study was to categorize the needs of senior elementary school students according to priority for a webpage navigation interface and determine their learning outcomes from using virtual reality webpages in an information technology curriculum. The findings can serve as a reference in the future for designers of educational websites. This study was divided into three stages. In the first stage, existing children’s websites were first analyzed to explore the types of favorable webpage navigation interfaces. During the second stage, a virtual reality webpage with a favorable webpage navigation interface was used to conduct teaching experiments on the information technology curriculum of senior elementary school students in order to analyze the learning outcome of the 5C key competencies. In the third stage, the curriculum learning task was performed again with advanced educational content to verify student learning outcomes with respect to the 5C key competencies. The findings of this study are as follows. A total of four types of webpage navigation interfaces (i.e., text-framework, index-navigation, from-graphic, and theme-exploration) were summarized from the investigation in the first stage of how students navigate webpage interfaces. One-way analysis of variance was then used to analyze the applicability, interactivity, and design of these interfaces, after which they were compared in terms of student satisfaction. The results indicated that the exploration-type webpage navigation interface had the highest student satisfaction level. In the second stage, the CoSpaces EDU virtual reality webpage platform was used for teaching, during which time the teachers set learning tasks for students to conduct exploratory learning. After the teaching experiment, the independent sample t-test was employed to determine the differences in learning outcomes regarding the 5C key competencies of communication, collaboration, complex problem-solving, critical thinking, and creativity before and after the experiment. The results indicated that students demonstrated the learning outcomes of improved communication, collaboration, complex problem-solving, and critical thinking abilities. In the final stage, another exploratory teaching experiment that used the virtual reality webpage platform was conducted with the advanced learning curriculum content. The experiment findings revealed that the students still achieved satisfactory learning outcomes in the 5C key competencies, thus further confirming that the exploration-type webpage navigation interface can effectively improve student learning outcomes in an information technology curriculum.