本研究主要針對應用互動式虛擬儀器教授測量課程作效益評估，透過研發之互動式虛擬儀器教學系統進行教學輔助，冀能提供學生一自學途徑，減少學習障礙，提昇學習效率；同時冀期增加授課教師之教學效率。
本研究除採問卷調查及教師訪談外，並透過實際教學測試以廣泛蒐集功能、操作及自學等全面需求，透過回饋機制導引程式設計者進行改善冀使趨完美。
植基於本研究規範而開發之互動式虛擬儀器教學雛型系統於2006年首次在技職體系四個科系六個班級中進行測試，受訪學生中有91％認為此系統對學習測量課程有幫助，在術科模擬操作測試中有67％測試成績達75分以上，均足證本研究之初期成效。
透過教學過程中本數位教學系統之回饋機制，經本研究團隊持續之改善，大大提昇數位教學系統之功能設計，復於2007年在一般大學體系之兩所國立學校，四個班級進行輔助教學測試，受訪學生中有95％認為此系統對學習測量課程有幫助，在數位術科考場中有69％考試成績達75分以上，由此亦能驗證本研究確有其實質之效能。
經實際教學測試發現，本研究之互動式虛擬儀器教學只需花傳統教學四分之ㄧ時間，上課內容尚能同步錄製成教學影片，提供學生於課餘之暇重覆觀看、操作，可自我營造舒適環境，在無學習責難及損毀儀器等壓力下，因減少學習阻礙且能反覆操作，達到技術熟練甚而考取證照等成就感，更加強其學習意願；授課教師亦能因學生之學習時間、地點均不受限制且能克服測量課程受天候影響困境下，使教學時間更具彈性。

This study primarily focuses on benefit evaluation of teaching in measurement programs using virtual reality. Through the research and development of virtual reality teaching system as a teaching aid, the objectives were to provide students with a means for self-teaching, reduce obstacles to learning and enhance learning efficiency. Furthermore, it also aimed to increase the teaching efficiency of teachers.
Apart from questionnaires and interviews with teachers, this research collected extensive information on the comprehensive needs including functions, operations and self-teaching by assessing practical teaching. To order to refine the research method, the researchers adopted a guidance program using a feedback mechanism.
This study was based on the development of the prototype virtual reality teaching system from 2006, when it was first tested in six classes from four faculties in vocational institutes. Of the students who were interviewed, 91% found this system helpful in learning measurement programs. In terms of the test results in simulation operations for practical subjects, 67% of the students achieved a score higher than 75. These evidences served as sufficient proof of the early results of this study.
Through the feedback mechanism in of the digital teaching system during the teaching process, and the research team’s continuous adjustments, the functional design of digital teaching system was significantly improved. In 2007, four classes from two general state-owned universities were tested with regard to teaching aids. Among the students interviewed, 95% found this system helpful in learning measurement programs and 69% of them achieved a test score higher than 75 in simulation operations for practical subjects. These results provided evidence for the existence of real efficacy in this study.
Through the assessment of practical teaching, this study found that virtual reality teaching would only take 25% of the traditional teaching time and that it was capable of simultaneously recording teaching video clips for students to be able to watch repeatedly and operate on after class, when students could create a comfortable environment for themselves and be free from the study burden and worries of damaging equipment. As a result, learning obstacles were reduced and the virtual reality system could be used repeatedly; and, students exhibited a higher willingness to study due to the sense of achievement from improved technical skills and obtaining licenses. Teachers were able to make teaching times more flexible for two reasons: the time and place of study was not restricted under this system, and because the difficulties caused by weather conditions on measurement programs were overcome.

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