ABSTRACT

In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order to successfully study in SVVR. However, learners often struggle to self-regulate their learning. Therefore, we implemented a SRS intervention in SVVR. In this study, a SVVR environment was developed to situate students in art history contexts; moreover, the SRS was employed to guide students to improve their performance and to make reflections on their own performance. In order to evaluate the proposed approach’s effectiveness, we carried out an experiment in a university art history class. The experiment results reveal more positive effects of the SRS-based SVVR approach compared with the non-SRS-based SVVR approach in terms of the learners’ learning achievements, self-regulation, meta-cognitive awareness, as well as self-efficacy. In addition, this study specified that this approach would not have an effect on students’ cognitive load. As a result, the SRS-based SVVR approach proposed in the current study was effective in art history education.

摘要

近年来，一些研究人员将基于球面视频的虚拟现实（SVVR）引入课堂教学，以帮助学生学习不同的学科。在 SVVR 学习中，学习者通常在学习过程中拥有很大的自主权。因此，学习者应该进行自我调节策略（SRS）学习，才能成功地进行 SVVR 学习。然而，学习者常常难以自我调节他们的学习。因此，我们对 SVVR 实施了 SRS 干预。在这项研究中，开发了一个 SVVR 环境，让学生置身于艺术史背景中；此外，还采用SRS来指导学生提高成绩并反思自己的表现。为了评估所提出方法的有效性，我们在大学艺术史课上进行了一项实验。实验结果表明，与非基于SRS的SVVR方法相比，基于SRS的SVVR方法在学习者的学习成绩、自我调节、元认知意识以及自我效能方面具有更积极的效果。此外，这项研究还指出，这种方法不会对学生的认知负荷产生影响。因此，本研究提出的基于SRS的SVVR方法在艺术史教育中是有效的。