跨領域學習是未來的必備素養，仿生科學學習透過應用生物背後原理，實際產出實體的過程，過程中涉及機械、程式、生物、實作等面向，有助於學生發展跨領域知識與技能。目前網站與平台不乏仿生科學相關資料，但內容並未整合成完整教學內容，不易初學者學習，因此有需要發展整合性學習環境，包含不同科際面向的學習內容、不同科際間參照與對應的課程架構、以及不同素材形式的媒體工具。
基於上述原因，旨在建立探究式實驗學習環境，透過由淺入深的仿生手實作主題與橫跨不同仿生領域的課程結構，以引導使用者進行仿生科學自造，循序漸進理解仿生知識與技能。本研究以高中生為目標使用者，以Unity進行學習環境開發，邀請16位高中生進行系統使用性量表(SUS)與使用者滿意度問卷(QUIS)兩量表，與其中4位進行訪談，作為後續系統使用性的修改。
本研究作為探究式實驗學習環境雛形初探，完成程式教學、程式任務、測試模擬、仿生課程的四學習介面設計與仿生機械實體教具，與部分吸管手、仿生機械手、真手手套仿生課程主題內容，以進行初步系統檢驗。檢驗結果中，使用者對系統持正向態度，解說功能有助於在不同介面間跳轉，但當課程複雜度增加時，使用者反映需要有更詳細的指引與解說。其中本研究之學習內容尚未經過效度檢測，無法排除學習內容對使用性的干擾，因此下一階段研究會朝向建立完整詳細的指引機制，並邀請專家發展適切的仿生科學課程內容，並評量教學系統之學習成效。

Interdisciplinary learning is demanded literacy in the near future. Biomimetic science, as a topic to help learners construct knowledge structure for integrating biological, programming, mechanical learning in one, and demonstrate abstract concepts with realistic objects. Nowadays the information and tutorials of biomimetic science are distributed over different platforms without integration. Thus, it’s necessary to develop the learning environment which support multimedia, integrate learning content and map the clear relations of different disciplines.
As the reasons mentioned above, in the study the experimental learning environment which guide high school students to learn the biomimetic science lessons by themselves was built. After completion the prototype system, 16 high school students were invited to test the prototype of this learning environment with SUS and QUIS, and 4 students among them were interviewed after using.
This study completed interfaces, digital teaching material kits and partly teaching lessons. The result of usability found the users have positive attitude toward connecting different disciplines in leaning one topic, and the guidance of system are quite clear and accessible. However, when the curriculum is getting complex, guidance is not enough to support learners transfer among these interfaces. As the preliminary study on inquiry-based experimental learning environment, this study can’t avoid the intervention from the learning content without validated by expert. Therefore, the future research will work toward more detailed guidance, invite experts to validate, and assess learning outcome.

中文摘要 i
英文摘要 ii
致謝詞 iii
圖表目錄 vii
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 4
1.3 研究架構 5
1.4 研究限制與範圍 6
第二章 文獻探討 7
2.1 自主學習相關研究 8
2.1.1自主學習概述 8
2.1.2自主學習的設計方法 9
2.2 仿生科學與相關研究 14
2.2.1仿生科學概述 14
2.2.2仿生科學教學案例 16
2.3 跨領域學習 19
2.3.1跨領域學習概述 19
2.3.2跨領域學習內容的設計方法 21
2.3.3數位仿生手的K-12跨領域課程 28
2.4 模擬式教材 36
2.4.1模擬式教材之定義 36
2.4.2模擬式教材之設計 38
2.4.3模擬式教材之案例 40
2.4.4 模擬介面多媒體設計基本原則 43
2.5 使用性評估 45
2.5.1 使用性定義 45
2.5.2 使用性特性與評估方法 45
2.5.3 系統使用性量表 48
2.5.4 使用者滿意度量表 49
第三章 研究方法 50
3.1 研究流程 50
3.1.1階段一：文獻探討 52
3.1.2階段二：規劃仿生科學課程 53
3.1.3階段三：建置仿生科學雛形系統 54
3.1.4階段四：準備評估與施測工具 55
3.1.5階段五：計測與評估實驗資料蒐集 55
3.1.6階段六：資料分析與論文撰寫 55
3.2研究情境 56
3.3研究對象 57
3.4研究工具 58
3.4.1 學生問卷 59
3.4.2學生訪談 60
3.5資料分析方式 61
3.5.1量化分析方式 61
3.5.2文字資料分析方式 62
第四章 探究式實驗學習環境之系統設計 64
4.1課程架構與學習流程 65
4.1.1介面課程 69
4.1.2匯出任務紀錄 70
4.2環境介面與功能 71
4.2.1主介面 72
4.2.2 程式課程介面 74
4.2.3 程式任務介面 76
4.2.4 仿生課程介面 78
4.2.5 測試模擬介面 80
4.3教學內容設計 82
4.3.1程式課程內容 84
4.3.2程式任務內容 84
4.3.3 仿生知識課程內容 96
4.3.4 測試模擬內容 97
第五章 數位教學環境設計實驗結果 98
5.1系統使用性量表(SUS)結果 98
5.1.1 量化資料結果 98
5.2系統使用者滿意度(QUIS)結果 101
5.2.1 量化資料結果 101
5.3系統使用者質性回饋結果 104
5.3.1系統介面設計感受 105
5.3.2操作系統的態度 107
5.3.3 對系統介面架構的態度 108
5.3.4 其他改善建議 112
5.4 小結 114
第六章 結論與建議 115
6.1研究結論 115
6.1.1 探究式實驗學習環境之介面成果 116
6.1.2不同科際間參照與對應的課程架構 117
6.1.3整合仿生科學不同科際面向的學習內容 117
6.1.4系統使用性改善建議 118
6.2 未來研究 121
6.2.1教學內容專家效度檢驗，發展適切仿生科學課程 121
6.2.2根據初步的系統使用性分析，調整系統功能與設計 122
6.2.3建置後台資料庫系統 123
6.2.4評量教學系統之學習成效 123
6.2.5提出開放式系統，協助教學者發展仿生科學教案 124
參考文獻(英文部分) 125
參考文獻(中文部分) 132
參考文獻(英文網路資料) 133
參考文獻(中文網路資料) 135
附錄 136
附錄一：目標使用者可用性測試問卷 136
附錄二：目標使用者可用性測試訪談大綱 139
附錄三：目標使用者問題1回饋原始資料編碼表 140
附錄四：目標使用者問題2回饋原始資料編碼表 141
附錄五：目標使用者問題3回饋原始資料編碼表 142
附錄六：目標使用者訪談原始資料編碼 143
附錄七：目標使用者資料分析編碼表 146

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