本研究以臺北市高中在學學生為研究對象，以預防非法藥物濫用為主要核心，融入科技學習與資訊教育，運用3D VR沉浸藥物濫用防制模組，增加學生學習動機及學習評量，進而達到藥物濫用防制預防成效。
本研究招募50名高中生，有效樣本共49人，體驗時間40分鐘，於活動開始前進行前測問卷填答，於活動後立即填寫後測問卷。使用SPSS for Windows version 23.0 及偏最小平方法進行分析，採用描述性統計、配對t檢定、單因子獨立變異數分析等分析活動前後之變化差異。
研究結果顯示，3D VR沉浸式藥物濫用防制模組之體驗不會因為性別、年級、家庭因素及是否體驗過VR的經驗，而影響其使用VR來學習藥物濫用防制教育之學習動機，而3D VR沉浸式藥物濫用防制模組之體驗教學，能顯著提升高中生對於預防藥物濫用之學習評量結果；藉由偏最小平方法結構方程模式(PLS-SEM)檢測可得知，臨場感顯著影響學習動機，學習動機顯著影響學習成效，而臨場感透過學習動機來影響學習成效也有顯著相關。
本研究進行3D VR沉浸式藥物濫用防制模組體驗教學後，高中生在學習評量有顯著進步，且可增加學生學習動機，強化學習藥物濫用知識，提升學習成效。未來能將此模式運用於其他成癮物質之預防教育(吸菸、飲酒、嚼食檳榔)，或是發展以虛擬實境為基礎之青少年健康行為介入計畫，另也可提供給進行藥物濫用防制介入教育之縣市及學校單位，作為推廣的教材，運用創新科技融入教學，以增加學生學習動機，進而達到預防之成效。

This study takes high school students in Taipei City as the research object, takes the prevention of illegal drug abuse as the main core, integrates technology learning and information education, and uses 3D VR immersive drug abuse preventive modules to increase students' learning motivation and learning assessment, so as to achieve the effect of drug abuse prevention and control.
50 senior high school students were recruited in this study. A total of 49 valid samples were selected. The intervention time was 40 minutes. The pre questionnaire was completed before the activity and the post questionnaire was completed immediately after the activity. SPSS for Windows version 23.0 and partial least square method were used for analysis. Descriptive statistics, paired t-test and one-way independent ANOVA were used to analyze the differences before and after the activity.
The results show that the experience of 3D VR immersive drug abuse preventive modules does not affect the learning motivation of using VR to learn drug abuse prevention by one’s gender, grade, family factors and whether individuals have VR experience. The experience teaching of 3D VR immersion drug abuse preventive modules can significantly improve the learning assessment results of high school students on drug abuse prevention. By PLS-SEM, it can be seen that presence significantly affects learning motivation, and learning motivation significantly affects learning effectiveness, while presence influences learning effectiveness through learning motivation.
After experiencing 3D VR immersion drug abuse preventive modules experience teaching, high school students have made significant progress in learning assessment, and this can also increase students' learning motivation, strengthen students’ study of drug abuse knowledge, and improve their learning effectiveness. In the future, this model can also be applied to the prevention education of other addictive substances (smoking, drinking, chewing betel nut), or be developed for the intervention program of adolescent health behavior based on virtual reality. In addition, it can also be provided to counties, cities and local schools for drug abuse prevention and control intervention education. It can be used as teaching materials for promotion, and the innovative technology can be integrated into teaching to increase students' learning motivation and to achieve the effect of prevention.

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