本研究透過虛擬實境 (virtual reality, VR) 方式探討學生進行切菜備料的空間能力、科技創新意識、認知負荷、體驗價值與學習成效是否具有影響，以及不同背景的學生在空間能力、科技創新意識、認知負荷、體驗價值與學習成效是否有差異。本研究以問卷調查法，針對科技創新意識、認知負荷、體驗價值－求知性價值、實用性價值、趣味性價值，進行五點量表問卷分析。主要對象為兩所私立技術型高中餐飲科學生，分別為196人與171人，有效問卷共367份。本研究採用描述性統計、一階驗證性因素分析、信效度檢驗、路徑分析、結構方程模式及獨立樣本t檢定進行資料分析。
本研究結果發現：(1) 空間能力與認知負荷呈負相關、(2) 科技創新意識與認知負荷無相關、(3) 認知負荷與求知性價值、實用性價值、趣味性價值呈負相關、(4)求知性價值、趣味性價值與學習成效呈正相關、(5)實用性價值與學習成效無相關、(6)不同性別，在空間能力、科技創新意識、求知性價值、實用性價值與趣味性價值皆有差異，且男性高於女性、(7)不同學校，在認知負荷、求知性價值、實用性價值價值與趣味性價值價值皆有差異、(8)是否有餐飲類打工經驗，在學習成效上有所差異，且沒有打工經驗高於有打工經驗。

Virtual reality (VR) can provide procedural knowledge and safety knowledge for skill training. Despite those advantages, learning with interacting VR may cuase individuals’ cognitive and affective problems that reflect their learning value and learning effectiveness. In line with this, this study explored whether students have the spatial ability, technology innovativeness, cognitive load, experiential value and learning effectiveness of cutting vegetables through virtual reality, and whether students with different backgrounds have differences in those variables. Based on the questionnaire survey, this study took purposive sampling targeted on two private technical high school catering students, and 367 valid questionnaires were returned. This study used descriptive statistics, first-order confirmatory factor analysis, reliability and validity test, path analysis, structural equation model and independent sample t-test for data analysis. The results of this study found that: (1) spatial ability is negatively related to cognitive load, (2) technology innovativeness is not significantly related to cognitive load, (3) cognitive load is negatively related to epistemic, utilitarian and hedonic value, (4) epistemic and hedonic value are positively related to learning outcomes, but utilitarian value is not related to learning outcomes.

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