本研究之目的在發展虛擬實境行人學習使用者系統(Virtual Reality Pedestrian Learning User-System; VRPLUS)，以減少學童在道路上的危險事故產生。長期以來，情境式學習被認為是一個重要的科學學習方式，特別是學習抽象概念、空間概念、具體視覺概念等不容易建構心智模式的概念學習。學童學習正確的交通行為，也同樣會面臨學童不易學習的情形，這是因為學童要將文字化的交通事件轉化為具體的視覺空間觀念，再落實到日常生活，是一件不容易的事。因此，運用情境式學習的方法體驗交通意外事件，對於學童學習正確的道路安全行為，很可能會有重要性的幫助。然而，親身參與實際的道路事故演練活動，潛藏著相當程度的危險性。因此，本研究運用虛擬實境技術，開發VRPLUS，期望能發揮虛擬實境的沉浸及人機互動等特性，讓學習者能安全地進行學習活動，預防學童在道路上的危險事件的發生。
本研究樣本為彰化縣某國小四年級學童共82位學生。實驗設計採準實驗設計實驗研究法（Quasi-Experimental Design），實驗組受試者使用VRPLUS進行學習，控制組則實施多媒體影音道路事故影片進行學習。實驗組及控制組一星期後皆進行VRPLUS後測，我們運用頭部旋轉量的大小來評估受試者是否較仔細注意不同方向的來車。
實驗結果顯示，接受虛擬實境學習的學生，頭部旋轉量之表現顯著優於接受多媒體影音學習的學生，意即學童在過馬路的過程中較能仔細觀察左右來車。本研究顯示VRPLUS對學童道路安全知識與行為有正面的影響，但目前此系統的交通事件模擬還有擴充的必要，預期此系統在擴充之後將可以廣泛應用在教學與實務面向。

This paper develops, and reports the effects of an innovative child pedestrian safety virtual reality system to prevent dangerous pedestrian behaviors on the road. Situational learning is considered to be an important way of learning science. In particular, a problem exists, where while learning abstract concepts and spatial concepts, specific visual concepts are not easily constructed. Children who are taught correct traffic behavior, for safety reasons, will also face the difficulties. It is difficult for children to translate the text of correct pedestrian traffic behavior, into concrete visual concepts of space, and then implement these behaviors into actual daily life situations. A considerable degree of risk would be involved, for a person to be immersed in actual road accident exercises. For children to studying correct road safety behavior, situational learning methods, using virtual experiences of traffic accidents, may be helpful. Therefore, this study uses virtual reality technology to develop a virtual reality system of road accident experiences. The study utilizes an immersive virtual reality, for human-computer interaction, simulating dangerous road situations. Learners can perform learning activities in an environment of safety, thus preventing children from engaging in actual traffic dangerous events.
This study engages 82 fourth graders student from an elementary School, in Changhua County, of Taiwan. All students are assigned to experimental and control groups. Experimental subjects use a virtual reality experience system of road accidents; and, the control group study road accidents via multimedia learning. Experimental results show that students in the virtual reality learning environment have a significantly greater amount of rotation data of the head, compared to students who receive video learning. In the other word, the children with virtual reality learning use the look around action, in the process of crossing the road, more than those students of multimedia learning group. This study shows that Virtual Reality Pedestrian Learning User-System (VRPLUS) has a positive impact on road safety knowledge and behavior of school children. For future studies, a traffic event simulation, as well as an expansion of this system is necessary. It is expected that this system will be widely used in school safety curriculums after the expansions of teaching and practice orientations.

世界衛生組織(2008)。世界預防兒童傷害報告。2014年5月3日，取自http://whqlibdoc.who.int/hq/2008/WHO_NMH_VIP08.01_chi.pdf?ua=1
王景洲 (2010) 建置互動式多媒體交通安全數位學習平台—以國小學童自行車交通安全為例。 亞洲大學資訊工程學系碩士在職專班學位論文。台中市。
王曉惠 (2011) 學童與高齡者行走安全教案之研究。 淡江大學運輸管理學系碩士學位論文。台北市。
余承芳 (2012)。虛擬實境與擴增實境之比較: 虛擬電梯於幽閉恐懼症之應用。中央大學資訊工程學系碩士論文。中壢市。
林佳頤、范瑋益、徐建業 (2008)。防制藥物濫用之情境互動多媒體學習成效探討。醫療資訊雜誌，17(4)，25-43。
洪新原、梁定澎、張嘉銘 (2005)。科技接受模式之彙總研究。資訊管理學報，12(4)，211-234。
陳雯婷 (2011)。虛擬實境與情境學習整合應用-以人體器官學習系統為例。 臺中科技大學資訊工程系研究所碩士論文，未出版，臺中市。
陳靖 (2003)。資訊科技融入『九年一貫地球科學」創意教學之研究--以921大地震虛擬實境教學為例。國立臺南師範學院自然科學教育研究所碩士論文，未出版。台南市。
靖娟兒童安全文教基金會(2013)。2013年兒童安全指標調查報告。2014年4月1日，取自http://www.safe.org.tw/uploads/files/2013.pdf
蔡秉宸、靳知勤(2004)。藉情境學習提昇民眾科學素養:以科學博物館教育為例。博物館學季刊，18(2)，129-138。
賴崇閔、黃秀美、廖述盛、黃雯雯(2009)。3D 虛擬實境應用於醫學教育接受度之研究。教育心理學報，40(3)，341-361。
簡佑潔、石晉方(2012，8月)。電腦輔助情境式教學對學習成效之研究。論文發表於國立屏東教育大學資訊科學系、行政院國家科學委員會工程技術發展處主辦之「2012數位內容與虛擬學習」研討會，屏東。
Arbogast, H., Burke, R. V., Muller, V., Ruiz, P., Knudson, M. M., & Upperman, J. S. (2014). Randomized controlled trial to evaluate the effectiveness of a video game as a child pedestrian educational tool. Journal of trauma and acute care surgery, 76(5), 1317-1321.
Bricken, M. (1991). Virtual reality learning environments: potentials and challenges. ACM SIGGRAPH Computer Graphics, 25(3), 178-184.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
Dennis, J. R., & Kansky, R. J. (1984). Electronic slices of reality: The instructional role of computerized simulations. Instructional computing: an acting guide for educators. Glenview, Illinois: Scott, Foresman.
Farra, S. L., Miller, E. T., & Hodgson, E. (2013). Virtual reality disaster training: Translation to practice. Nurse Education in Practice.
Gu, Y., & Sosnovsky, S. (2014, February). Recognition of student intentions in a virtual reality training environment. In Proceedings of the companion publication of the 19th international conference on Intelligent User Interfaces(pp. 69-72). ACM.
MacGregor, C., Smiley, A., & Dunk, W. (1999). Identifying Gaps in Child Pedestrian Safety: Comparing What Children Do with What Parents Teach. Transportation Research Record: Journal of the Transportation Research Board, 1674(-1), 32-40.
McComas, J., MacKay, M., & Pivik, J. (2002). Effectiveness of virtual reality for teaching pedestrian safety. CyberPsychology & Behavior, 5(3), 185-190.
Meir, A., Parmet, Y., & Oron-Gilad, T. (2013). Towards understanding child-pedestrians’ hazard perception abilities in a mixed reality dynamic environment.Transportation research part F: traffic psychology and behaviour, 20, 90-107.
Oron-Gilad, T., Meir, A., Tapiro, H., & Borowsky, A. (2011). Towards understanding child-pedestrian’s deficits in perceiving hazards when crossing the road Final Report.
Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20-28.
Parsons, T. D., & Rizzo, A. A. (2008). Affective outcomes of virtual reality exposure therapy for anxiety and specific phobias: A meta-analysis. Journal of Behavior Therapy and Experimental Psychiatry, 39(3), 250-261.
Pratt, D. R., Zyda, M., & Kelleher, K. (1995). Virtual reality: In the mind of the beholder. Computer, 28(7), 17-19.
Rothbaum, B. O., Hodges, L. F., Kooper, R., Opdyke, D., Williford, J. S., & North, M. (1995). Virtual reality graded exposure in the treatment of acrophobia: A case report. Behavior Therapy, 26(3), 547-554.
Satava, R. M., & Jones, S. (2003). Medical applications of virtual reality. Virtual and adaptive environments: Applications, implications, and human performance issues, 325-343.
Schwebel, D. C., Gaines, J., & Severson, J. (2008). Validation of virtual reality as a tool to understand and prevent child pedestrian injury. Accident Analysis & Prevention, 40(4), 1394-1400.
Schwebel, D. C., McClure, L., & Severson, J. (2014). Usability and feasibility of an internet-based virtual pedestrian environment to teach children to cross streets safely. Virtual Reality, 18(1), 5-11.
Simpson, G., Johnston, L., & Richardson, M. (2003). An investigation of road crossing in a virtual environment. Accident Analysis & Prevention, 35(5), 787-796.
Sutherland, I. E. (1965). The ultimate display. Proceedings of the International
Federation of Information Processing Congress, 2,506–508.
Xu, Z., Lu, X. Z., Guan, H., Chen, C., & Ren, A. Z. (2014). A virtual reality based fire training simulator with smoke hazard assessment capacity. Advances in Engineering Software, 68(0), 1-8.
Yan, S., He, X. J., Nie, X. H., Xiao, W. T., Ran, R. J., & Huang, Q. L. (2013). The Training System Based the Virtual Traffic Scene on Pedestrians' Safety.Applied Mechanics and Materials, 361, 1880-1884.