3D擬真頭部經絡教學系統對不同先備知識五專生經絡課程之學習成效影響

Impact of 3D Realistic Head Meridian Teaching System on Learning Outcomes for College Students of Various Prior Knowledge

10.6137/RECT.202304_(131).0005

翁姿菁(Weng, Tzu-Ching)；黃國豪(Hwang, Gwo-Haur)

三維擬真 ； 教學系統 ； 經絡教學 ； 學習成效 ； 技職教育 ； 3D realistic ； teaching system ； meridian teaching ； learning outcomes ； vocational education

教育傳播與科技研究

131期（2023 / 04 / 30）

63 - 81

繁體中文;英文

傳統的經絡腧穴教學多採用2D（two-dimensional） 繪圖教材及3D（three-dimensional）實體模型進行教學，但是2D繪圖教材存在不夠直觀，教學資訊無法精確獲取等問題，而3D實體模型缺乏支援互動學習的功能。本研究提出3D擬真數位模型軟體介入教學，提升五專生經絡理療課程的學習成效。以醫護管理專科學校共156位學生為研究對象，進行準實驗研究法將學生分為實驗組（使用3D擬真頭部經絡教學系統）、控制組1（使用3D實體模型）、控制組2（使用傳統2D繪圖教材）。在14週的經絡與腧穴基礎課程後，先有前測（先備知識），再提供三組不同教材複習100分鐘，最後進行後測。以共變數及Johnson-Neyman方法分析先備知識與教學組別的交互作用。研究結果得知，第一、對比實驗組與控制組1，3D擬真系統能有效提升較低腧穴先備知識者的複習成效。第二、對比實驗組與控制組2，3D擬真系統也能有效提升較低先備知識者的複習成效；但是對先備知識高者，使用傳統2D繪圖教材效果優於3D擬真系統。第三、對比控制組1與2，先備知識高者使用2D繪圖教材的效果比採用3D實體模型為佳；先備知識較低者，不論採用3D實體模型或2D繪圖教材，複習成效並無顯著差異。老師需要瞭解學生的學習成效差異，才能提供適當的擬真程度教材，以輔助複習成效。

This study conducted an intervention by using digital 3D human model simulation software for addressing the weaknesses of tradition meridian and acupoint teaching, comparing the effectiveness among three instructional modes, and revealing differentiate effects of prior ability on who may benefit from learning meridian and acupoint while taking different instruction modes. A total of 156 students in a junior medical care and management college participated in the study. A quasi-experimental design was adopted, and the participants were divided into an experimental group (using 3D simulation meridian teaching system), control group 1 (using 3D solid model), and control group 2 (using 2D graph in textbook). After 14 weeks of meridian and acupoint learning to establish basic knowledge, the three groups received a pre-test (prior knowledge) before the intervention; this was followed by a 100-minute review using either one of the three teaching modes and then a posttest. Firstly, the results demonstrated that review with 3D human model simulation could greatly improve meridian and acupoint learning outcomes, especially for students with lower prior knowledge on acupoint. Second, 3D human model simulation improved learning outcomes for students with lower prior knowledge on acupoint, whereas it could not effectively benefit students with higher prior acupoint knowledge as solid 3D model and 2D graphs did. Those with medium acupoint prior knowledge, the learning outcomes among three teaching modes were of no difference and the cut-off points of high, medium, and low prior knowledge were estimated by Johnson-Neyman technique. Third, for higher acupoint prior knowledge students, using 3D solid model outperformed the use of 2D graph, while lower acupoint prior ability students in either group performed similar in the post test. The results suggest that students with low or high prior knowledge of acupoint should be given various learning materials in after-course review.

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