本研究旨在探討虛擬實境教學對高中生工程設計表現的影響。本研究為準實驗研究，採用不等組前後測實驗設計，對象為台北市某高中高中二年級的六個班級，隨機分派為實驗組及控制組，進行教學實驗。本研究以避障自走車作為教學實驗的單元，在實驗組進行虛擬實境教學；控制組進行一般生活科技教學。本研究蒐集課程活動前的工程設計表現量表成績作為前測分數，課程活動後的工程設計表現量表成績做為後測分數,並進行量化分析。
本研究的主要結論如下：1.虛擬實境教學對工程設計能力之「最佳化」能力有正向影響。2.虛擬實境教學對工程設計之「限制」「預測分析」能力無顯著正向影響。3.虛擬實境教學對工程設計歷程之「實踐」有正向影響。4.虛擬實境教學對工程設計歷程之「確認需求」、「蒐集資料」、「產生想法」、「評估」、「定義問題」、「可行性分析」無顯著正向影響。最後，本研究根據研究結果，針對虛擬實境在高中端的教學以及後續研究，提出建議

The purpose of this study was to investigate the effect of virtual reality teaching on the engineering design performance of high school students. A nonequivalent pretest-posttest quasi-experimental design was used in this research. The objects were six classes in a second year of a high school in Taipei City, randomly allocated into the experimental group and the control group. The researcher developed the teaching activity, which was named the obstacle avoidance self-propelled vehicle. The experimental group was taught with virtual reality instruction, and the control group was taught with the traditional instruction. Scores of engineering design scale were collected before and after the teaching experiment. Quantitative analysis were employed in this research.
The main results of this research were as follows: 1. Virtual reality teaching had a positive effect on student’s "optimization" ability of engineering design abilities. 2. Virtual reality teaching had no significant effect on student’s "constraints" and "predictive analysis" abilities of engineering design. 3. Virtual reality teaching had a positive effect on student’s “working” abilities. 4.Virtual reality teaching had no significant effect on student’s “hypotheses confirming”, “information gathering”, “ideas generating”, “evaluating”, “problem defining” and “feasibility analysis” abilities. Finally, recommendations and suggestions were addressed for implementation of virtual reality teaching and future studies based on results of this research.

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