本研究的目的為開發「狹義相對論時空概念虛擬學習系統」，並評估其對學生學習成就、認知負荷及物理學習態度的影響。本系統使用Visual Studio 2017以及Unity3D為開發工具，建立一個在Android環境執行的虛擬學習系統，利用3D模擬狹義相對論中時空轉換的現象，包含「狹義相對論的基本假設」、「時間膨脹」、「長度收縮」與「速度勞倫茲轉換」四個主題。研究對象來自新竹某國立大學的大學生及研究生共55人，其中25人為實驗組，使用「狹義相對論時空概念虛擬學習系統」教學；30人為對照組，使用PowerPoint投影片教學。本研究採準實驗設計，二組教學時間皆為100分鐘。測驗工具包含「系統滿意度調查表」、「狹義相對論時空概念學習成就測驗卷」、「認知負荷量表」及「物理學習態度量表」。研究結果顯示學生對狹義相對論時空概念虛擬學習系統抱有高滿意度。此外，研究結果顯示狹義相對論時空概念虛擬學習系統教學比一般教學更能促進學生在狹義相對論整個單元概念理解和個別概念理解如：「時間膨脹」和「速度勞倫茲轉換」。另外，研究結果顯示狹義相對論時空概念虛擬學習系統教學對學生整體認知負荷與一般教學無顯著差異，但能顯著降低學生的心理負荷。最後，研究結果也顯示狹義相對論時空概念虛擬學習系統對學生學習態度與一般教學無顯著差異。

The purpose of this study is to develop a virtual reality special relativity learning system and to evaluate its impact on students' learning achievement, cognitive load, and physics learning attitudes. The system was developed using Visual Studio 2017 and Unity3D as development tools, creating a virtual learning environment for Android devices. It incorporates 3D simulations of spacetime transformations in special relativity, covering four main themes: "Postulate of Special Relativity," "Time Dilation," "Length Contraction," and " Lorentz Transformation of Velocity." Fifty-five participants, including undergraduate and graduate students from a certain national university in Hsinchu, Taiwan, were involved in the study. Twenty-five students comprised the experimental group, receiving instruction through the virtual reality special relativity learning system, while thirty students constituted the control group, receiving traditional PowerPoint instruction. The study adopted a quasi-experimental design, with both teaching sessions lasting 100 minutes. Assessment tools included a "System Satisfaction Survey," a "Learning Achievement Test on Spacetime Concepts in Special Relativity," a "Cognitive Load Scale," and a "Physics Learning Attitude Scale." Results revealed that students expressed high satisfaction with the virtual reality special relativity learning system. Additionally, the study showed that this system-based instruction was more effective than traditional teaching methods in enhancing students' overall understanding of the concepts within the special relativity unit, specifically regarding "Time Dilation" and "Lorentz Transformation of Velocity." Furthermore, the virtual reality special relativity learning system demonstrated no significant difference in students' overall cognitive load compared to conventional teaching methods but notably reduced their mental load. Finally, the study indicated no significant difference in students' physics learning attitudes between the virtual reality special relativity learning system and traditional teaching methods.

中文摘要……………………………………………………………………………………ii
英文摘要……………………………………………………………………………………iii
致謝辭………………………………………………………………………………………iv
目錄…………………………………………………………………………………………v
第一章　緒論………………………………………………………………………………1
　　第一節　研究背景與動機……………………………………………………………1
　　第二節　研究目的與問題……………………………………………………………3
　　第三節　名詞解釋……………………………………………………………………3
　　第四節　研究範圍與限制……………………………………………………………5
第二章　文獻探討…………………………………………………………………………6
　　第一節　狹義相對論…………………………………………………………………6
　　第二節　虛擬實境……………………………………………………………………7
　　第三節　虛擬實境在科學學習上的優勢……………………………………………10
　　第四節　虛擬實境在科學教育的實證研究…………………………………………11
　　第五節　認知負荷……………………………………………………………………18
第三章　系統發展…………………………………………………………………………21
　　第一節　系統開發環境………………………………………………………………21
　　第二節　系統架構……………………………………………………………………22
　　第三節　系統開發流程………………………………………………………………23
　　第四節　系統內容與系統操作流程…………………………………………………23
　　第五節　系統特色……………………………………………………………………34
第四章　學習成效評估……………………………………………………………………38
　　第一節　研究內容設計………………………………………………………………38
　　第二節　實驗研究設計………………………………………………………………40
　　第三節　狹義相對論時空概念虛擬學習系統學習成效評估………………………49
第五章　結論與建議………………………………………………………………………63
參考文獻……………………………………………………………………………………65
　　一、中文文獻…………………………………………………………………………65
　　二、英文文獻…………………………………………………………………………65
附錄　
　　系統滿意度調查表……………………………………………………………………69
　　學習成就測驗卷前測…………………………………………………………………70
　　學習成就測驗卷後測…………………………………………………………………72
　　認知負荷量表…………………………………………………………………………74
　　物理學習態度量表……………………………………………………………………76
 

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