虛擬情境化線上同步學習對參與者擬社會人際互動與學習結果之影響

Abstract

隨著網際網路的興盛與新型冠狀疫情的爆發，線上同步學習（Synchronous Online Learning）已然成為當今教育中不可或缺的學習模式。然而，互動性不足為當今線上同步學習中所面臨的重要課題。許多研究證實藉由虛擬學習情境中產生之擬社會人際互動對參與者之學習結果具有積極影響，然而，多數研究僅針對離線遊戲式教材進行探討，鮮少有研究探討將虛擬情境運用於線上同步學習中。是以，本研究於線上同步學習中，在參與者熟悉的傳統遠距學習平台內建置虛擬情境，探討參與者在學習過程中產生之擬社會人際互動對於學習結果影響。本研究採準實驗法進行實驗設計，以30名新北市某私立大學大三、大四學生為研究對象，實驗組採虛擬情境化線上同步學習，對照組採傳統遠距線上同步學習。學習過程中以問題導向學習模式（Problem-Based Learning）進行學習流程，並以「擬社會人際互動量表」、「線上學習情境之學習動機量表」及「淡古文化學習成效測驗量表」作為研究工具。研究結果發現:一、虛擬情境化線上同步學習對參與者之擬社會人際互動具有顯著影響。二、線上同步學習中，參與者之擬社會人際互動對學習動機具有顯著影響。三、線上同步學習中，參與者之擬社會人際互動對學習成效並無顯著影響。本研究結果提供後續線上同步課程設計建議，應增加課堂互動性以提升參與者之學習動機，並審慎評估學習內容與流程以改善學習成效。With the universal of Internet and the impact of the Covid-19, “synchronous online learning” has become a trend of learning method in current education system. However, the lack of interaction is an important issue in synchronous online learning nowadays. Many studies have confirmed that the para-social interaction produced in virtual learning environment can improve learning outcomes, but most studies only focused on digital offline game learning materials, few studies have applied the virtual environment to online synchronous learning. Therefore, in this study, a virtual environment is built in the traditional distance learning platform familiar to the participants, investigating the influence of learners' para-social interaction on learning outcomes. This study used quasi-experiment design method and 30 college students were chosen as the study samples. The experimental group used virtual environment for online synchronous learning. The control group used traditional distance learning platform for online synchronous learning. The problem-based learning model was used to design the online learning process in the experiment, and the "Audience–Persona Interaction Scale", "Learning Motivation Scalefor Online Learning Scale" and "Tamsui ancient culture learning outcomes scale" were used as a research tool. The research results found that: 1. virtualizing an online Synchronized Instruction has a significant impact on participants' para-social interaction. 2. In online synchronous learning, participants' para-social interaction has a significant impact on learning motivation. 3. In online synchronous learning, participants' para-social interaction has no significant impact on learning outcomes. The results of this study provide suggestions for the design of online synchronous courses. Interaction should be increased to enhance participants' learning motivation, and learning content and processes should be carefully evaluated to improve learning outcomes.