摘 要

随着现代教育技术的迅速发展，以计算机多媒体技术、互联网技术等为代表的最先进的信息技术手段相继融入教学，使得网络化学习在大学校园日益普及。但是，纵观现有国内高校的许多网络课程，课程设计缺乏以异步交互为主的教学性交互，同时没有把握好显性知识与隐性知识相互转化的过程，因此使学生的学习有效性受到干扰。大学生的学习有效性作为评价高等教育质量的一个重要指标，如何进一步提高大学生的学习有效性成为国内教育研究的主要问题之一。虚拟现实技术（virtual reality, VR）作为仿真技术的一个重要方向，具有多感知性、存在感、交互性和自主性等特点，本文主要研究将VR融入教学能否进一步提高大学生的学习有效性。

本文以技术接受模型（Technology Acceptance Model, TAM）和任务技术适配模型（Task Technology Fit, TTF）为基础，构建了基于虚拟现实技术大学生学习有效性研究的模型。本研究认为促进大学生的反思性思维的形成是大学生学习有效性提高的途径，当学生认为VR能够很好地解决自己面临的学习任务时，就会使用VR进行学习，VR的采纳会促进反思性思维的形成与提高。本研究采用传统的纸质问卷调查方式对潜在的使用VR的大学生进行调研，然后运用SMART PLS2.0这种数据分析软件对样本的有效数据进行分析验证，以证明本研究理论模型及假设的合理性。

关键词：虚拟现实技术；任务技术适配度；技术接受模型；反思性思维；学习有效性

Abstract

With the rapid development of modern educational technology, computer multimedia technology and Internet technology which as the representative of the most advanced information technology tools have been integrated into the teaching and learning area ,so that the network is increasingly popular on college campuses. However, as for network curriculum in many domestic colleges and universities, curriculum design lacks an educational interaction, especially an asynchronous interaction, and there is no good grasp of the process of explicit knowledge and tacit knowledge transformation, thus influencing students' learning effectiveness. College students' learning effectiveness is one of the most important evaluation indicator of higher education, how to further improve college students' learning effectiveness is one of the main problems of domestic education research. Virtual reality technology, as an important direction of simulation technology, has some features such as more perception, existence, interaction and autonomy, etc. In this paper, we study whether combining VR with teaching can further improve the students' learning effectiveness.

In this paper, we based on the Technology Acceptance Model, Task Technology Fit to construct our research model about college students' effectiveness in virtual reality environment. College Students' Reflective thinking is the effective way to improve their learning effectiveness, when students believe that VR can solve learning tasks they are facing, they will learn by VR, and the adoption of VR will promote the formation and improvement of reflective thinking. Secondly, basing on the prior researchers' maturity scales, the scale of this study was designed. The main research way is traditional paper-based questionnaire survey on the potential use VR students, and then we use the SMART PLS 2.0, this data analysis software ,to analyze effective data samples to prove this theory model and assumptions of rationality .

Keyword: virtual reality, technology acceptance model, task technology fit, reflective thinking, learning effectiveness

目录

第1章 绪论 ...............................................................................................................1

1.1 研究背景、目的及意义 .........................................................................1

1.1.1 研究背景......................................................................................1

1.1.2 研究目的......................................................................................2

1.1.3 研究意义......................................................................................2

1.2 文献综述 .................................................................................................3

1.2.1 虚拟现实技术................................................................................3

1.2.2 技术接受模型................................................................................4

1.2.3 任务技术适配度............................................................................4

1.2.4 反思性思维....................................................................................5

1.2.5 学习有效性....................................................................................6

1.3 研究内容及方法 .....................................................................................6

1.3.1 研究内容.........................................................................................6

1.3.2 研究方法.........................................................................................7

1.3.3 技术路线.........................................................................................7

第2章 基于虚拟现实技术大学生学习有效性研究模型构建 ......................9

2.1 研究假设.................................................................................................9

2.2 研究模型.................................................................................................10

第3章 研究设计 .............................................................................................12

3.1 问卷设计和数据收集.............................................................................12

3.1.1 问卷设计..........................................................................................12

3.1.2 数据收集..........................................................................................13

3.2 变量测量.................................................................................................13

3.2.1 虚拟现实技术.................................................................................13

3.2.2 技术质量和技术可访问性................................................................14 3.2.3 任务技术适配度................................................................................14

3.2.4 反思性思维.....................................................................................14