隨著時代變遷，虛擬實境的應用越來越廣泛，其中不乏使用於教學上的研究，許多研究也證實了虛擬實境教學有助於學生學習。認知風格是研究者探究學生認知方法、習慣不同的分類，可以分為場地獨立與場地依賴。而設計思考則是生活科技的學習重點，是學生進行作品設計的歷程。
本研究目的為探討是否使用虛擬實境教學、不同認知風格學生，在設計思考的表現是否會有影響，此外，本研究也試圖使用腦波儀測量設計思考表現是否與腦波變化相關。本研究採用不同的教學方式進行實作教學，教學單元為船舶設計與製作。採用準實驗研究法，使用不等組前後測準實驗設計，自變項為教學方式與認知風格，教學方式分成傳統教學法、VR融入教學兩種，認知風格包含場地依賴與場地獨立；依變項則是設計思考表現與腦波變化數據，設計思考表現包含學習歷程紀錄與實作評量。
研究結果顯示：(1)不同教學方法在觀察與了解問題上有顯著差異，(2)不同認知風格則是場地獨立有優於場地獨立的趨勢，(3)腦波變化在不同的教學方式會有所不同，但與成績並無相關。

The application of Virtual Reality is becoming widely used as the time goes. A number of studies show that Virtual Reality does positive impact on student’s learning performance. Cognitive style is the way researcher use to categorize the cognitive ways and learning habits of students and it has two style: field dependent and field independent. The idea of design thinking is the core value of technology education and the journey of students’ creation and design.
This research mainly focuses on the different impact on design thinking when whether using VR technology or not and different cognitive style. Besides, we use Brainwave Instruments to measure the relation between design thinking and brainwave. We apply different teaching method into boat-building lecture. By using different quasi-experimental study, nonequivalent pretest posttest designs, independent variable is teaching way and cognitive style. The teaching ways include traditional form and VR integrated form; cognitive styles include field dependent and field independent; dependent variable is the performance of design thinking and statistics of brainwave. Performance of design thinking includes learning record and practice evaluation.
Research results show that: (1) Different teaching ways have significant effects on problem observation and understanding of participants. (2) Participants with filed independent cognitive style perform better than those with field dependent cognitive style. (3) Participant’s brainwaves are relative with different teaching ways, but are irrelevant to participant’s learning performances.

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