ABSTRACT

Pottery making in technology education aims to foster students’ practical and creative ability. In a typical pottery making class, students receive the teacher’s instruction on the fundamental techniques used in pottery making and have opportunities to practice. It is meaningful to construct an observation-doing-reflection process for students in a pottery making class to promote their learning experience and performance. Therefore, in this study, a Virtual Reality (VR)-based pottery making approach was applied to technology education in a junior high school to examine its effects on students’ creativity and learning engagement. A total of 97 seventh graders from three classes participated in pottery making in class. One class of 34 students was assigned to be the experimental group learning with the VR-based approach, while the other two classes were assigned to be the control groups, with 30 students learning with the paper-and-pencil approach and 33 students with the clay-based approach. The results showed that the students learning with the VR-based approach were not only more creative in terms of their products, but also had higher cognitive engagement than those in the control groups. Moreover, the VR-based approach improved the students’ behavioral, emotional and social engagement compared to the paper-and-pencil approach.

摘要

陶艺制作技术教育旨在培养学生的实践能力和创造能力。在典型的陶艺课程中，学生会接受老师关于陶艺制作基本技术的指导，并有机会进行练习。在陶艺课堂上为学生构建一个观察-做-反思的过程对于提升他们的学习体验和表现是有意义的。因此，本研究将基于虚拟现实（VR）的陶艺制作方法应用于初中的技术教育中，以考察其对学生创造力和学习投入的影响。三个班共97名七年级学生参加了课堂陶艺制作。一个班有34名学生被分配为实验组，采用基于VR的方式进行学习，另外两个班级被指定为对照组，其中 30 名学生采用纸笔法学习，33 名学生采用粘土法学习。结果表明，使用基于 VR 的方法学习的学生不仅在产品方面更具创造力，而且比对照组的学生有更高的认知参与度。此外，与纸笔方法相比，基于 VR 的方法改善了学生的行为、情感和社交参与度。但也比对照组有更高的认知参与度。此外，与纸笔方法相比，基于 VR 的方法改善了学生的行为、情感和社交参与度。但也比对照组有更高的认知参与度。此外，与纸笔方法相比，基于 VR 的方法改善了学生的行为、情感和社交参与度。