「虛擬實境 (Virtual Reality,簡稱 VR)」近乎真實的效果,卻又能排除實際操作的危險性及器材損耗,正是新掘起的科技寵兒,因而在醫學、軍事、 科學教育等備受矚目。「雲端虛擬物理實驗室」(CVLab) 於 2014 年起成立,源自於科技部計劃成果,並陸續開發符合教育部課綱之物理實驗單元,除了讓學習者避免因操作不當而身處危險環境中以及擺脫傳統實驗室在場域以及時間上的拘束外,更可實現「動手做」的實驗精神。CVLab以虛擬實境技術來建置物理虛擬實驗室,提供學習者情境式教學環境,提供科學實驗學習新選擇。本研究的虛擬實境教材為 CVLab 之沉浸式虛擬物理實驗室高中版「載流導線磁效應單元」軟體,設備為 HTC VIVE頭盔。此為自學式軟體教材,以情境式虛擬實驗室環境,並藉由引導、觀察、紀錄、測驗等功能,使學習者達到自學之效果。本研究目的為探討使用軟體教材前後,對體育班中學生學習動機之影響。研究對象為某公立高中高一體育班學生共35位。研究採準實驗設計,「物理學習動機量表」乃是將MSLQ學習動機量表改編,Cronbach α值為0.94,並於實驗之前後施測。資料分析以「成對樣本t檢定」來比較實驗前後之差異。結果顯示,學生的「物理學習動機」具有顯著性差異(p<.001),本教材能有效提升體育班中學生對於物理實驗的學習動機。且6大面向也皆為顯著的正向影響(p<.01) 說明本教材能讓體育班高中學生提高學習內在動機、外在動機、工作價值、控制信念、自我效能與期望成功, 以及降低測試焦慮。
"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' 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' 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.