近年來，環景影像虛擬實境 (Spherical video-based virtual reality, SVVR)已經被廣泛應用於教學領域中，透過SVVR可以將抽象的事物具象化，讓學生進入虛擬世界學習。然而，學者指出，SVVR學習環境中由於包含大量的訊息，若是沒有搭配合適的引導及學習輔助工具，學生在獲取及組織知識過程往往會遭遇困難，也可能無法正確地掌握學習的方向及重點。概念圖被認為是可以促進學習成效的學習輔助工具；過去的研究指出，透過概念圖的輔助，可以幫助學生釐清概念之間的關係，並瞭解整體的知識結構，以避免在學習過程中迷失方向。因此，本研究提出一個基於概念填空策略的SVVR系統的學習模式，並針對地球科學課程內容建立一個學習環境。為了驗證這個模式的成效，本研究設計了一個準實驗，來了解這個學習模式對於學生在學習成就、學習動機、自我效能、反思傾向、認知負荷以及學習感受方面的影響。實驗的樣本為兩個班國中三年級的學生；實驗組採用基於概念填空策略的SVVR系統，控制組採用一般SVVR系統。研究結果顯示，採用基於概念填空策略的SVVR系統的學習模式，對於學生學習成就、反思傾向方面皆有較好的表現。從訪談分析結果可以發現實驗組的學生表示透過該學習方式更能有效分辯易混淆的知識；另外，兩組在認知負荷方面沒有顯著差異，表明概念填空策略並不會造成學生的認知負荷。

In recent years, Spherical video-based virtual reality (SVVR) has been widely used in the field of teaching and learning, through which abstract things can be visualized and students can enter the virtual world of learning. However, scholars point out that the SVVR learning environment contains a large amount of information, and without appropriate guidance and learning aids, students often encounter difficulties in acquiring and organizing knowledge, and may not be able to correctly grasp the direction and focus of learning. Concept mapping is considered to be a learning aid that can facilitate learning effectiveness; past studies have shown that the aid of concept mapping can help students clarify the relationship between concepts and understand the overall structure of knowledge to avoid losing their way in the learning process. Therefore, this study developed a fill-in-the-blank concept map-embedded SVVR system for use in a third grade earth science curriculum and designed a quasi-experiment to understand the effects of using the system on Junior high school students' learning achievement, learning motivation, self-efficacy, reflective thinking, cognitive load, and perceptions. The experimental group used a fill-in-the-blank concept map-embedded SVVR system, and the control group used a conventional SVVR system. The results of the study showed that students in the experimental group had better performance in terms of students' learning achievement and reflective tendency. From the analysis of the interview results, it is found that the students in the experimental group indicated that they were more effective in distinguishing confusing knowledge through this learning method. In addition, there was no significant difference between the two groups in terms of cognitive load, indicating that the conceptual fill-in-the-blank strategy did not cause cognitive load to the students.

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