本研究之目的為利用虛擬實境（VR）和擴增實境（AR）技術發展「國中遺傳學學習系統」，讓學生可以直接在行動裝置上操作遺傳學之父-孟德爾的豌豆實驗，以及自行搭配人類的遺傳組合，觀察產生的性狀表現，釐清抽象的遺傳學概念。再搭配學習任務，藉此提升學生的學習動機。接著，進一步探討學生在使用「國中遺傳學學習系統」後的滿意度，並評估本系統的學習成效。
本系統依據國中七年級自然與生活科技「遺傳學」單元中的內容與教學目標進行設計與開發，包含了「孟德爾遺傳實驗」和「人類的遺傳」兩大學習主題，在「孟德爾遺傳實驗」主題有三個學習活動：觀察豌豆性狀、操作孟德爾豌豆實驗以及豌豆花色卡牌任務；在「人類的遺傳」主題也有三個學習活動：基因的介紹、單雙眼皮的遺傳以及ABO血型的遺傳。軟體之開發工具為Unity 3D遊戲引擎與Vuforia擴增實境套件。學生利用行動裝置，如：平板電腦或智慧型手機進入本軟體後，可以依照軟體中的文字提示和旁白操作「孟德爾遺傳實驗」，及學習「人類的遺傳」。學生藉由行動裝置的鏡頭掃描豌豆卡牌，可以觀察立體的豌豆模型、進行孟德爾遺傳實驗，也可以同時掃描兩張基因卡牌，呈現可能產生的子代基因型與表現型。
本學習系統的學習成效評估，是以台中市一所公立國中七年級4個班級，共77位學生作為研究對象，採準實驗設計，其中兩班為實驗組（39人），以「國中遺傳學學習系統」進行教學；另外兩班為對照組（38人）進行一般教學，教學時間為四節課共180分鐘。蒐集的資料包含：學生使用本系統後的「系統滿意度調查表」結果與學生的「遺傳學成就測驗」、「遺傳概念診斷問卷」以及「自然科學學習動機量表」前後測分數，並進行統計分析以探討本學習系統對學生的學習成就、概念理解以及科學學習動機之影響。
本研究之發現如下：
一、學生對於「國中遺傳學學習系統」的感受性，在「認知有用性」、「認知易用性」和「使用意願」三個向度皆為高滿意度，且整體感受性亦呈現高滿意度。
二、使用「國中遺傳學學習系統」學習的學生，其整體的遺傳學科學學習成就顯著優於接受一般教學的學生，且此系統對於遺傳學單元中的重點主題： 1.孟德爾遺傳實驗和 2.人類的遺傳亦有顯著的成效。
三、使用「國中遺傳學學習系統」學習「遺傳學」單元的學生，其概念理解優於接受一般教學的學生。
四、使用「國中遺傳學學習系統」對學生的科學學習動機與一般教學無顯著差異。

The purpose of this study is to develop a “genetic learning system for junior high school students’’ based on virtual and augmented reality to clarify several abstract concepts in genetics. Through this system, students can use mobile devices to operate Mendel’s pea experiment or cross human genotypes and immediately observe corresponding phenotypes. Besides, the system applies learning tasks to increase students’ learning motivation. After the researcher developed the system, a teaching experiment was conducted to investigate students’ learning effectiveness and attitudes towards this genetic learning system.
The system is developed by Unity with Vuforia package and uses “genetics” as the theme. The main learning contents include the “Mendel’s pea experiment” and the “human inheritance”. There are three learning activities in the “Mendel’s pea experiment”: “pea phenotypic trait observation”, “Mendel’s pea experiment execution“ and “pea flower color card game”. On the other hand, there are three activities in the “human inheritance”: “introduction to genes“, “ inheritance of human eyelid“, and “inheritance of human ABO blood group”. With the system, students can easily access these contents using mobile devices such as a tablet or a smartphone. Following the text as well as voice-over instruction, students can scan the QR code cards to observe 3D virtual pea plant models and execute virtual Mendel’s pea experiment. In addition, when students scan two gene cards at the same time, all possible genotypes of the offspring and the corresponding phenotypes will be shown.
To analyze students’ learning effectiveness after using the genetics learning system, a quasi-experiment was conducted at a junior high school in Taichung City. Four classes of seventh-grade students (total 77 students) participated, two of the classes served as the experimental group (39 students) and the other two as the control group (38 students). Regular teaching was given to the control group, and teaching through the genetics learning system was given to the experimental group. Both groups had the same teaching time (four lessons, 180 minutes) and learning contents. The data collected include students’ “satisfaction towards this system”, their pretest and posttest scores of “genetics achievement test”, “two-tier genetics conceptual test”, and “science learning motivation scale”. The data were then analyzed to evaluate the effectiveness of this learning system on the student’s learning achievement, conceptual understanding, and learning motivation.
The main findings of this study are as follows:
1. Students using the “genetics learning system” had higher scores in the three dimensions: “perceived usefulness”, “perceived ease of use”, and “intention to use” as well as the overall scale.
2. Students using the “genetics learning system” acquired a better science achievement of genetics as well as the main learning contents of genetics: “Mendel’s pea experiment” and “Human inheritance” in comparison to the control group (students receiving regular teaching).
3. Students in the experimental group achieved a better conceptual understanding of genetics than students in the control group.
4. There is no significant difference in science learning motivation between the experimental group and the control group.

中文摘要 I
Abstract II
目次 IV
表目錄 VI
圖目錄 VIII
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 2
第三節 研究範圍與限制 2
第四節 名詞解釋 3
第二章 文獻探討 5
第一節 「孟德爾的遺傳法則」和「基因與遺傳」的迷思概念相關研究 5
第二節 虛擬實境 9
第三節 擴增實境 12
第四節 虛擬實境及擴增實境在科學學習的應用 14
第三章 系統開發流程設計 24
第一節 系統開發環境與工具 24
第二節 系統架構 25
第三節 系統開發流程 26
第四節 系統內容與操作流程 42
第五節 系統滿意度評估分析 59
第四章 系統學習成效評估 64
第一節 研究對象 64
第二節 教學教材內容設計 64
第三節 研究設計 69
第四節 研究工具 72
第五節 資料收集與分析 77
第六節 「國中遺傳學學習系統」學習成效評估 78
第五章 結論與建議 90
參考文獻 92
附錄 97
附錄一 系統滿意度調查表 97
附錄二 遺傳學成就測驗 99
附錄三 遺傳概念診斷問卷 103
附錄四 自然科學學習動機量表 105

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