現行照明設計課程以簡報授課結合照明設計軟體，此教學模式可以提供學生詳細的照明設計方法，透過電腦圖像處理模擬預先以軟體檢視專案的成品效果。然而抽象的照明知識授課，與軟體的臨場體驗不足，讓學生無法感受身臨其境的照明效果。因此本研究將照明設計課程與虛擬照明環境結合，達到虛實整合的照明設計體驗內容。

本研究將照明設計課程的簡報授課結合VR教學課程內容，使用VR臨場感問卷(PQ)取得臨場感數據，照明知識能力檢測問卷評估修課學生的學習成效，透過訪談獲得學生對課程的學習動機和學習能力數據。

本研究發現將VR教學融入照明設計課程可以提升學生對照明設計的學習興趣，並得到臨場感與照明知識能力檢測有顯著結果，表示將VR教學融入照明設計課程有助於提升學生的學習成效，因此本研究根據實驗結果提出VR照明設計教學的課程內容規劃建議。

Current lighting design courses combine classroom instruction and lighting design software. This teaching method can provide students with detailed lighting design knowledge. Although lighting design software can simulate the final effect of the design project, however, the teaching of abstract lighting knowledge and the lack of software on-site experience prevent students from experiencing immersive lighting effects. Therefore, this research combines the lighting design course with the virtual lighting environment to realize the lighting design experience content of virtual and real integration.

This research combines he lighting design course with the VR lighting experience, uses the VR presence questionnaire (PQ) to obtain the presence data, the lighting knowledge test questionnaire evaluates the learning effect of the students, obtain students' learning motivation and learning ability data of the course through interviews.

This study found that integrating VR lighting experience into lighting design courses can enhance students' motivation in lighting design learning. The study also found a significant result in presence data and lighting knowledge test, indicating that integrating VR teaching into lighting design courses can help improve students' lighting design learning motivation and learning outcome. Therefore, based on the experimental results, this study proposes curriculum suggestions for VR lighting design courses.

1. Oh, G.S. and S.H. Oh. Development and verification of Immersive contents to alleviate mental illness: Focusing on mild depressive disorder. in 2021 International Conference on Information and Communication Technology Convergence (ICTC). 2021. IEEE.
2. Michalos, G., et al., Workplace analysis and design using virtual reality techniques. CIRP Annals, 2018. 67(1): p. 141-144.
3. Zhou, Y., et al., Video coding optimization for virtual reality 360-degree source. IEEE Journal of Selected Topics in Signal Processing, 2019. 14(1): p. 118-129.
4. Kim, Y., H. Kim, and Y.O. Kim, Virtual reality and augmented reality in plastic surgery: a review. Archives of plastic surgery, 2017. 44(03): p. 179-187.
5. Zhang, K., et al. Design and implementation of fire safety education system on campus based on virtual reality technology. in 2017 Federated Conference on Computer Science and Information Systems (FedCSIS). 2017. IEEE.
6. Barnett, M., Using virtual reality computer models to support student understanding of astronomical concepts. Journal of computers in Mathematics and Science Teaching, 2005. 24(4): p. 333-356.
7. Slater, M. and M.V. Sanchez-Vives, Enhancing our lives with immersive virtual reality. Frontiers in Robotics and AI, 2016. 3: p. 74.
8. Salzman, M.C., et al., A model for understanding how virtual reality aids complex conceptual learning. Presence: Teleoperators & Virtual Environments, 1999. 8(3): p. 293-316.
9. Bowman, D.A., et al., The educational value of an information-rich virtual environment. Presence: Teleoperators & Virtual Environments, 1999. 8(3): p. 317-331.
10. Winn, W., A conceptual basis for educational applications of virtual reality. Technical Publication R-93-9, Human Interface Technology Laboratory of the Washington Technology Center, Seattle: University of Washington, 1993.
11. Martín-Gutiérrez, J., et al., Virtual technologies trends in education. Eurasia Journal of Mathematics, Science and Technology Education, 2017. 13(2): p. 469-486.
12. Badiee, F. and D. Kaufman, Effectiveness of an online simulation for teacher education. Journal of Technology and Teacher Education, 2014. 22(2): p. 167-186.
13. Chen, Y., Z. Cui, and L. Hao, Virtual reality in lighting research: Comparing physical and virtual lighting environments. Lighting Research & Technology, 2019. 51(6): p. 820-837.
14. Gulec, U., et al., A 3D virtual environment for training soccer referees. Computer Standards & Interfaces, 2019. 64: p. 1-10.
15. Hilt, A.D., et al., Development of a patient-oriented Hololens application to illustrate the function of medication after myocardial infarction. European Heart Journal-Digital Health, 2021. 2(3): p. 511-520.
16. Radianti, J., et al., A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 2020. 147: p. 103778.
17. Witmer, B.G. and M.J. Singer, Measuring presence in virtual environments: A presence questionnaire. Presence, 1998. 7(3): p. 225-240.
18. Usoh, M., M. Slater, and T.I. Vassilev, Collaborative geometrical modeling in immersive virtual environments, in Virtual environments and scientific visualization’96. 1996, Springer. p. 111-120.
19. Kim, T. and F. Biocca, Telepresence via television: Two dimensions of telepresence may have different connections to memory and persuasion. Journal of computer-mediated communication, 1997. 3(2): p. JCMC325.
20. Schumacker, R.E. and R.G. Lomax, A beginner's guide to structural equation modeling. 2004: psychology press.
21. Wirth, W., et al., A process model of the formation of spatial presence experiences. Media psychology, 2007. 9(3): p. 493-525.
22. Benya, J., Advanced lighting guidelines. 2001: New Buildings Institute, Incorporated.
23. Veitch, J.A. and R. Gifford, Assessing beliefs about lighting effects on health, performance, mood, and social behavior. Environment and Behavior, 1996. 28(4): p. 446-470.
24. Yoshino, H., T. Hong, and N. Nord, IEA EBC annex 53: Total energy use in buildings—Analysis and evaluation methods. Energy and Buildings, 2017. 152: p. 124-136.
25. Benya, J.R., Lighting for Schools. 2001.
26. DIALux. Available from: https://www.dialux.com/en-GB/.
27. Kumar, S., et al., Developing an experienced-based design review application for healthcare facilities using a 3D game engine. Journal of Information Technology in Construction (ITcon), 2011. 16(6): p. 85-104.
28. Ghaffarianhoseini, A., et al., Building Information Modelling (BIM) uptake: Clear benefits, understanding its implementation, risks and challenges. Renewable and Sustainable Energy Reviews, 2017. 75: p. 1046-1053.
29. Wong, M., et al. An experience-based interactive lighting design approach using BIM and VR: a case study. in IOP Conference Series: Earth and Environmental Science. 2019. IOP Publishing.
30. Birt, J., P. Manyuru, and J. Nelson, Using virtual and augmented reality to study architectural lighting. Me, Us, IT, 2017: p. 17-21.
31. 張春興, 教育心理學-三化取向的理論與實踐. 1996, 臺北市: 東華.
32. 劉政宏, 對學習動機最有影響力的動機成分?雙核心動機模式之初探, in 教育心理學報. 2009.
33. Tobias, S., Interest, prior knowledge, and learning. Review of educational Research, 1994. 64(1): p. 37-54.
34. Deci, E.L., R. Koestner, and R.M. Ryan, A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 1999. 125(6): p. 627.
35. Ainley, M.D., Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology, 1993. 85(3): p. 395.
36. Schiefele, U., Interest, learning, and motivation. Educational psychologist, 1991. 26(3-4): p. 299-323.
37. OECD. OECD Future of Education and Skills 2030. 2019; Available from: https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_concept_note.pdf.
38. Hidi, S., An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation, in Intrinsic and extrinsic motivation. 2000, Elsevier. p. 309-339.
39. Guay, F., C.F. Ratelle, and J. Chanal, Optimal learning in optimal contexts: The role of self-determination in education. Canadian psychology/Psychologie canadienne, 2008. 49(3): p. 233.
40. Lubega, J. and M. Paul, Adoption of the SAMR model to asses ICT pedagogical adoption: A case of Makerere University. 2014.
41. Bahri, A. and A.D. Corebima, The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 2015. 14(4): p. 487-500.
42. Kirkpatrick, D.L., The four levels of evaluation, in Evaluating corporate training: Models and issues. 1998, Springer. p. 95-112.
43. Sternberg, R.J., J.L. Ketron, and J.S. Powell, Componential approaches to the training of intelligent performance. 1980, YALE UNIV NEW HAVEN CT DEPT OF PSYCHOLOGY.
44. Newell, A. and H.A. Simon, Human problem solving. Vol. 104. 1972: Prentice-hall Englewood Cliffs, NJ.
45. Meta. Available from: https://store.facebook.com/tw/zh/quest/products/quest-2/.
46. MSI. Available from: https://tw.msi.com/Laptop/Stealth-15M-A11UX/Specification.
47. Mishler, E.G., The analysis of interview-narratives. 1986.
48. 袁方編, 《社會研究方法》. 2002, 臺北: 五南.
49. Unity. Available from: https://docs.unity3d.com/Packages/com.unity.render-pipelines.high-definition@12.1/manual/index.html.
50. ArchVizPRO. Available from: https://assetstore.unity.com/packages/3d/environments/urban/archvizpro-interior-vol-3-hdrp-164942.
51. Kasapi, J. Furnished Cabin. Available from: https://assetstore.unity.com/packages/3d/environments/urban/furnished-cabin-71426.