隨著沉浸式虛擬實境（IVR）技術在教學上廣泛應用，國內於2018年起積極推動IVR融入中小學教學現場，同時亦遭遇各種困難。IVR的多感觀刺激特性會增加學習者的認知負荷，而自學教材則需要學習者獨自於系統中進行學習。因此，提供清晰的設計指引，以協助設計者發展具有效教學設計與介面設計的教材，顯得尤為重要。在當前多數VR應用設計研究仍偏重於娛樂、遊戲或技術導向，且缺乏IVR自學教材相關指引的背景下，為彌補研究空白，本研究旨在針對模擬式IVR自學教材，以設計本位研究法用以最終彙整並建構設計指引。
首先，本研究藉由分析2020年至2024年間與IVR教材設計相關文獻發展趨勢，訂立研究範圍，其後根據Makransky 與 Petersen（2021）提出的沉浸式學習的認知情感模型（CAMIL），篩選文獻並提出的設計要項，歸納為「教學設計」與「介面設計」兩大面向，製作成指引初稿。之後，邀請4位具教學設計或介面設計專長，與具備IVR教材建置相關經驗的專家，協助檢視各設計要項的適用性。專家就個人對各項目的適用性勾選「適用」、「修正後適用」與「不適用」三個選項，研究者據此進行指引項目的修正，並分析質性意見，最終發展出「IVR自學教材設計指引」。
指引中，教學設計面向涉及學習需求、媒體特點、教材內容與呈現、學習歷程分析、個別化設計與倫理考量6大類別，共計38個要項；而介面設計面向則涵蓋一般互動、認知、移動方法、導航、物件選擇與控制及2D選單共6大類別，共計57個要項。
本指引建立系統化的設計基礎供IVR教材開發者參考，以協助降低IVR自學教材的製作門檻，有助提升IVR自學教材之質量。同時，本研究根據自學教材的特性提出具針對性的建議，並加入倫理考量的相關要項，此指引具備創新性，因為其亦同時探討了多媒體學習認知理論如何轉化並實際應用於IVR教材中。

Given the widespread application of immersive virtual reality (IVR) technology in education, Taiwan has been actively promoting the integration of IVR technology into K-12 classrooms. However, various challenges have arisen in this process. In particular, the multimedia nature of IVR self-directed learning materials may increase cognitive load and create a sense of isolation of learners, which may negatively affecting learning outcomes. Hence, providing clear guidelines for designers to develop learning materials with effective instructional and interface design becomes critical. Given that most current research guidelines emphasize entertainment, gaming, and technical perspectives, with limited focus on instructional design for developing learning materials. This study aimed to construct design guidelines specifically for simulation-based IVR self-learning materials through a design-based research approach, which included four main stages, namely, identifying practical problems, applying theory to develop solutions, iterative testing and revision, and synthesizing findings into a final set of key items.
This study first analyzed literature trends from 2020 to 2024 to determine the research scope. After that, based on the Cognitive Affective Model of Immersive Learning (CAMIL) proposed by Makransky and Petersen (2021), this study categorizes existing design key items and related recommendations found in the literature into two main domains: "Instructional design" and "Interface design." These key items were synthesized into a draft set of guidelines tailored for IVR self-directed learning materials. Four experts with backgrounds in instructional design, user interface design, and experience in developing IVR learning materials were invited to participate in the study. The experts evaluated each guideline item by selecting one of the following options: "applicable", "applicable after revision", or "Not applicable". Items were then revised or removed based on the experts' opinions. 
The finalized "Design Guidelines for IVR Self-Directed Learning Materials" were developed for designers of learning materials. The instructional design domain includes six categories: Learning needs, Media characteristics, Content and presentation, Learning process analysis, Personalized design, and Ethical considerations—with a total of 38 key items. The interface design domain includes six categories as well, including: General interaction, Perception, Travel, Wayfinding, Object selection and manipulation, and 2D menu—totaling 57 key items. 
The proposed guidelines provided a systematic design framework for developers. It helps to lower the production threshold and improve the overall quality of IVR self-directed learning materials. In addition, this study offered specific recommendations addressing specific characteristics of self-directed learning, and introduced ethical considerations especially for elementary and secondary school students. Furthermore, this study explored and validated how design principles from the Cognitive Theory of Multimedia Learning (CTML) could be applied to the context of IVR, contributing an innovative perspective to the field.

第一章 緒論	1
第一節 研究背景與動機	1
第二節 研究目的與問題	5
第三節 研究範圍與限制	6
第四節 名詞解釋	9
第二章 文獻回顧	11
第一節 虛擬實境	11
第二節 自學教材	21
第三節 沉浸式虛擬實境教材相關理論	31
第四節 沉浸式虛擬實境教材設計要項	39
第三章 研究方法	53
第一節 研究架構與設計	53
第二節 研究流程	55
第三節 研究對象	58
第四節 研究工具	59
第五節 資料收集與分析	60
第四章 研究結果	61
第一節 文獻篩選結果	61
第二節「沉浸式虛擬實境自學教材設計指引」原型	68
第三節 專家適用性問卷結果	76
第四節 綜合分析與討論	85
第五章 結論與建議	89
第一節 研究結論	89
第二節 未來研究建議	90
參考文獻	92
中文文獻	92
英文文獻	93
附錄一 專家邀約函	105
附錄二「沉浸式虛擬實境自學教材設計指引」 適用性調查問卷	107
附錄三「沉浸式虛擬實境自學教材設計指引」最後定稿	134

表次
表1-1 IVR教材設計之文獻整理	7
表2-1 IVR教材設計之文獻整理	17
表2-2 一般教材與自學教材的差異比較	22
表2-3 現有文獻提出之自學教材的設計原則重點	28
表2-4 Mayer提出的十二項多媒體教材設計原則	35
表3-1 文獻篩選之納入條件與排除條件	56
表3-2 定性分析問題	56
表3-3 立意抽樣專家名單	58
表4-1 系統性文獻回顧中被排除的概念與關鍵詞	61
表4-2 篩選文獻總覽	66
表4-3 教學設計面指引原型要項	70
表4-4 介面設計面指引原型要項	73
表4-5 教學設計面向專家同意率	77
表4-6 介面設計面向專家同意率	79
表4-7 專家適用性問卷之質性意見與修正表	81
 
圖次
圖1-1 模擬式IVR自學教材設計檢核指引形式與概述	10
圖2-1 虛擬實境(VR)的三大構成元素(3I)	11
圖2-2 市面上的HMD舉隅	12
圖2-3 虛擬世界中的學習安排框架	14
圖2-4 Kolb的體驗式學習四階段	32
圖2-5 CAMIL模型各構面之關係	40
圖2-6 CAMIL模型中各構面和情感與認知因素的相關性	41
圖2-7 CAMIL模型中各構面和互動設計元素之關係	46
圖3-1 研究架構設計與流程總覽	54
圖4-1 文獻篩選流程圖	62
圖4-2 2020至2024年間相關文獻數量變化	63
圖4-3 相關文獻國家分布	64
圖4-4 相關文獻使用對象分布	64
圖4-5 相關文獻使用之研究方法分布	65
圖4-6 相關文獻的應用情境與主題分佈	66
圖4-7 指引原型架構	69

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