2016年常被形容為虛擬實境（Virtual Reality, VR）元年，隨著科技的發展，到了2018年VR技術更升級，不再需要連結手機、電腦，VR硬體裝置的發展更輕便且越來越普及。但目前在教育上應用VR於工程相關領域相對少見，而十二年國教修改課綱，期望在高中階段著重「工程設計」，強調藉由資訊科技與工程設計的實作活動，提供學生STEAM跨學科知識整合（science, technology, engineering, art and mathematics）的學習，由於工程領域相關課程中亦包含許多抽象概念，VR系統的一大特就是能夠將抽象概念具體化，且能夠過VR避免實驗現場所發生的意外，讓學習者在VR的沉浸感中能操作練習且更安全的學習。有鑑於此，本研究以台北市某高中一年級四個班級共162位學生為研究對象，進行以四軸飛行機為主題之實作教學活動，深入探討本研究之教學模式對學生的STEAM傾向、抽象概念學習成效及實作能力的影響。研究貢獻包括產出適用於高中生活科技課之STEAM教學與6E模式搭配VR系統進行抽象概念實作課程、STEAM傾向量表及實作能力評量工具並以課程錄影方式輔助說明量化資料。教學實驗結果顯示實施搭配VR教學課程有助於提升學習者抽象概念學習成效、STEAM傾向及實作能力。

With the upgrade of technology in 2018, virtual reality (VR) has revolutionized education. Nowadays, VR is not dependent on hardware or software but has more lightweight, and comfortable design. However, in the field of engineering, the application of VR is relatively rare. Engineering courses contain many abstract concepts, but VR is able to make abstract concepts concrete, from which it not only avoids accidents on the scene, but also provides learners safe learning area and to do exercises. The Taiwan's 12-year compulsory education law expects high schools to emphasize "engineering design" with hands-on courses and information technology integrated to learning STEAM (Science, Technology, Engineering, Art, Mathematics) course which requires an intentional connection. This study uses STEAM and 6E model with VR system course. There were 162 students participating in this research, the teaching activities used quadcopters as the theme that was carried out in the science and technology course. This result shows this learning activity can improve learners’ understanding of abstract concepts, interdisciplinary knowledge integration and enhance the students' hands-on ability. This research also records the learning process of students that explains their behavior of hands-on course.

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