研究生: |
林于正 Yu-Cheng Lin |
---|---|
論文名稱: |
結合多維度鷹架模式之旅宿服務技能培訓虛擬實境桌上遊戲的設計與評估 Design and Evaluation of a Virtual Reality Board Game Integrating Multi-dimensional Scaffolding Model for Hospitality Skills Training |
指導教授: |
侯惠澤
Huei-Tse Hou |
口試委員: |
范丙林
張千惠 陳聖智 湯梓辰 |
學位類別: |
博士 Doctor |
系所名稱: |
應用科技學院 - 應用科技研究所 Graduate Institute of Applied Science and Technology |
論文出版年: | 2024 |
畢業學年度: | 112 |
語文別: | 中文 |
論文頁數: | 140 |
中文關鍵詞: | 虛擬實境 、旅宿服務技能 、混成學習 、遊戲式學習 、多維度鷹架 、學習情緒 |
外文關鍵詞: | virtual reality, hospitality service skills, hybrid learning, game-based learning, multidimensional scaffolding, learning emotion |
相關次數: | 點閱:398 下載:0 |
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旅宿服務技能的培訓著重程序性知識應用與複雜問題解決能力,隨著元宇宙技術的發展,以及遠距教學與線上協作的興起,傳統一對一師徒制的教學模式受到挑戰,虛實混成學習型態開始受到重視,全球旅宿業也積極推動虛擬實境在產業端與教育端的應用。本研究設計一款多維度鷹架的虛擬實境教育桌遊,透過虛擬實境中提供的探索式鷹架與動態評估鷹架,以及桌遊提供的同儕鷹架,幫助受試者學習旅宿服務知識與培養問題解決能力。
研究採準實驗設計法,研究對象為台灣北部某科技大學休閒餐旅相關領域的大學生共90位,分為混成學習組(VR鷹架結合桌遊協作,共30人),桌遊學習組(卡牌鷹架結合桌遊協作,共30人)以及VR學習組(VR鷹架單人學習,共30人)。針對三組的學習成效、心流、接受度、活動焦慮、認知負荷,以及學習三階段的動機與情緒、鷹架有用性進行分析,並整合各依變項進行相關分析。
研究結果發現,三組皆有較高的心流、接受度與增生認知負荷,以及偏低的外在認知負荷;混成學習組在程序性知識與整體學習成效優於其他兩組,且混成學習組能提升學習中與學習後的正向情緒及學習動機,並降低學習中的負向無趣情緒,同時發現桌遊學習組的同儕鷹架有用性比混成學習組高。在相關分析部份,混成學習組的正向情緒、心流與學習動機彼此呈現正相關,無趣情緒與外在認知負荷呈現正相關,焦慮情緒與內在認知負荷呈現正相關。整體而言,虛實混成學習能夠幫助學習者在培養旅宿服務能力有較高的學習成效,虛擬實境的探索式鷹架與動態評估鷹架結合同儕鷹架能培養學習者在旅宿服務能力的程序性知識與情境問題解決能力,提供教學設計者一種整合虛實的多維度鷹架遊戲式學習模式。建議未來研究可以將多維度鷹架模式應用於其他程序性知識的學科,培養學習者問題解決的能力。
The training of hospitality skills emphasizes the application of procedural knowledge and the ability to solve complex problems. With the development of metaverse technology and the rise of distance learning and online collaboration, the traditional one-to-one mentorship model has been challenged, and hybrid virtual learning type has begun to be emphasized, and the global hospitality industry has also actively developed the application of virtual reality in both the industry and the education field. In this study, a virtual reality educational board game with multi-dimensional scaffolding is designed to assist participants in learning about hospitality and developing problem-solving skills through the exploratory scaffolding and dynamic evaluation scaffolding provided in the virtual reality, as well as the peer scaffolding provided by the board game.
The study was conducted in a quasi-experimental design with 90 university students in the field of leisure and hospitality, divided into a hybrid learning group (VR scaffolding combined with board game collaboration, totaling 30), a board game learning group (card scaffolding combined with board game collaboration, totaling 30), and a VR learning group (VR scaffolding single-player learning, totaling 30). The study analyzed the learning effectiveness, flow, acceptance, activity anxiety, and cognitive load of the three groups, as well as the motivation and emotion of the three stages of learning, and the usefulness of the scaffolding, and integrated the dependent variables for correlation analysis.
The results of the study showed that all three groups had higher flow, acceptance, and germane cognitive load, and lower extrinsic cognitive load; the hybrid learning group was better than the other two groups in procedural knowledge and overall learning effectiveness, and the hybrid learning group was able to increase positive emotion and motivation during and after learning, and decrease negative boredom emotion during learning. In the correlation analysis, positive emotions, flow, and learning motivation in the hybrid learning group were positively correlated with each other, boredom was positively correlated with extrinsic cognitive load, and anxiety was positively correlated with intrinsic cognitive load.
Overall, the hybrid virtual learning model is able to help learners to develop the hospitality service skills. In the future, it is suggested that learners can apply the hybrid virtual learning model to other procedural knowledge subjects (e.g., technical vocational subjects) to develop their problem-solving skills.
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