【作 者】：
董 伟， 郑盈盈， 甘若琳， 余能保， 傅梦芊
【关 键 词 】：
虚拟现实； 学习体验； 教学媒介； 学习策略； 学习机制
【栏 目】：
课程与教学
【中文摘要】：
VR环境中的学习有效性受到广泛关注，但较少有研究同时关注VR和其他媒介环境中学习机制的异同。文章旨在探索桌面式VR和PPT教学媒介中，存在感、动机和心流体验如何影响学习者的情绪和成绩，以及总结策略对学习情绪和成绩的影响。随机将131名学生分配到桌面式VR和PPT环境中，通过收集实验数据，利用结构方程模型探索变量间的关系。研究发现：（1）桌面式VR和PPT两种环境下，存在感和动机影响心流体验，心流体验影响积极情绪和成绩，且存在媒介调节效应；（2）桌面式VR环境中，除了存在感对心流体验的影响程度弱于PPT环境外，动机对心流体验的影响和心流体验对积极情绪的影响程度均强于PPT环境；桌面式VR环境中心流体验显著影响学习成绩，而PPT环境中则无显著关系；（3）在两种媒介中加入总结策略后，桌面式VR环境中学习成绩无明显变化，而PPT环境中学习成绩显著提升，两种环境中积极情绪均没有显著区别。
【英文摘要】：
The effectiveness of learning in VR environments has received widespread attention, but fewer studies have focused on the similarities and differences of learning mechanisms in both VR and other mediated environments. This paper aims to explore how presence, motivation and flow experience affect learners' emotions and performance in desktop VR and PPT instructional media, and the effects of summarization strategies on learning emotions and performance. A total of 131 students were randomly assigned to a desktop VR and PPT environment, and the relationships between the variables were explored by collecting experimental data using structural equation modeling. It is found that:(1) presence and motivation affect flow experience, flow experience affects positive emotions and performance, and there is a mediated moderating effect in both desktop VR and PPT environments; (2) The degree of influence of motivation on flow experience and the degree of influence of mind experience on positive emotion are stronger in the desktop VR environment than in PPT environment, except that the degree of influence of presence on flow experience is weaker than that in the PPT environment. The flow experience in desktop VR environment significantly affects learning performance, but there is no significant relationship in PPT environment; (3) After adding summarization strategies to both media, there is no significant change in learning performance in the desktop VR environment, while learning performance is significantly higher in the PPT environment, and there is no significant difference in positive emotion in either environment.
【下 载】：
存在感、动机和心流体验如何影响学习者的 情绪和成绩 ——基于虚拟现实和幻灯片的媒介比较研究