以ARCS動機模式於國小環境教育之虛擬實境教材設計與評估

環境教育具有多樣性且跨學科，培養對環境問題的認識、提高環境意識和行動能力，從而促進永續發展。環境教育也強調讓學生實際考察自然環境，親身體驗印證課堂理論。但在執行戶外教學上仍需承擔更多責任與風險，導致難以落實實務教學。虛擬實境(Virtual Reality，VR)相關科技的進步為教育帶來身臨其境的學習體驗，其沉浸式體驗和新媒材的趣味性為教育帶來新的可能性。
因此本研究將探討國小六年級自然科領域愛護環境單元的VR教材與互動設計，並探究將ARCS動機模式融入其中，以評估學習動機與教材滿意度。透過開發自編虛擬實境教材「愛護環境之VR互動學習系統」，並與該領域專家討論協助教材設計內容，以輔助紙本圖文授課之不足，讓學生以多感知方式學習環境教育，增進更多環保意識，期望能提高國小生自主學習動機，並能提升學習成效。
本研究研究對象為高雄市國小六年級的學生共30人，一次一人進行實測，透過監看教材體驗情況以便觀察紀錄，教材體驗20分鐘，體驗完畢後則進行「IMMS教材動機量表」的問卷填寫。將以IMMS教材動機量表的問卷分數以描述性統計列出平均值與標準差。
根據評估的結果顯示，整體平均數達到4.274，而四個面向均得到高度的認同。表明受測者對於學習動機存在高度的興趣與投入，反映了教材的設計策略成功地引發了學生對學習的積極動機。學習內容的滿意度，有66%受測者感受到VR技術的新奇，並認同互動方式的趣味性，也有63%受測者認為能夠獲取更多環境教育知識，進而提升對於環境議題的認識和關注程度。這些回饋顯示出學生對於以頭戴式VR技術為基礎的學習方式感到滿意。
根據研究成果，提出以下建議:開發虛擬實境教材時可以考慮使用ARCS動機模式，它提供了有效激發學習動機的框架，並有IMMS量表可以驗證其成果。面向初次體驗VR的使用者，應減少手把上繁雜的操作，以越直覺並符合現實的操作為佳。這些建議可以做為其它虛擬實境教材開發與其互動設計的參考。

Environment education is a diverse and interdisciplinary approach to fostering awareness, consciousness, and action towards environmental issues, ultimately promoting sustainable development. It emphasizes hands-on experiences in natural environments to validate classroom theories. However, executing outdoor education entails additional responsibilities and risks, often hindering practical implementation. The advancing technology of Virtual Reality (VR) offers immersive learning experiences, presenting new educational possibilities through its engaging and immersive nature.
Therefore, this study will explore the integration of the ARCS motivation model into the VR instructional materials and interactive design for the environmental conservation unit in the natural science domain for sixth-grade elementary students. By developing a self-authored virtual reality teaching tool called " VR Interactive Learning System for Environmental Care " and consulting with experts in the field of natural sciences and technology, students engage in VR-based learning to supplement traditional textbook instruction. This multi-sensory approach to environmental education aims to enhance ecological awareness, potentially boosting elementary students' intrinsic motivation and learning outcomes.
The research targets sixth-grade students in Kaohsiung City, with a total of 30 participants undergoing individual testing sessions. Participants experienced the instructional materials for 20 minutes, followed by questionnaire surveys using the " Instructional Materials Motivation Survey " (IMMS). Data analysis involved descriptive statistics, presenting mean values and standard deviations.
Evaluation results using the IMMS Motivation Scale indicated an overall mean score of 4.274, with all four dimensions receiving high agreement. This suggests a strong interest and commitment to learning among participants, reflecting the successful design strategies in eliciting positive motivation. Furthermore, in terms of content satisfaction, 66% of participants found the VR technology novel and interactive methods are engaging, while 63% believed the learning system enhanced their environmental knowledge and awareness. These findings demonstrate overall satisfaction with the VRheadsets -based learning approach.
Based on the research findings, the following recommendations are proposed: When developing virtual reality instructional materials, considering the use of the ARCS motivation model is suggested, as it provides an effective framework for stimulating learning motivation, with the IMMS scale available for validating its outcomes. For users experiencing VR for the first time, it is advisable to reduce complex operations on controllers, favoring intuitive and realistic interactions. The findings of this study serve as empirical references for the development of virtual reality instructional materials and interactive designs in environmental education.