Warmth or Competence? Efficacy of Adaptive AI Chatbots Based on the Stereotype Content Model in Nonviolent Communication Education

Abstract

體積概念涉及立體結構與空間關係，對國小學生而言較具抽象性。為支持學生進行概念理解與操作學習，本研究設計一套應用沉浸式虛擬實境（Immersive Virtual Reality, IVR）之國小數學體積概念教材，透過立體操作、系統提示與即時回饋，引導學生進行觀察、判斷與修正。研究以臺灣某國小六年級 29 位學生為對象，採用系統可用性量表（System Usability Scale, SUS）評估教材之介面易用性與整體接受度。結果顯示，教材之 SUS 總分為 81.3 分，達可接受範圍且屬 Excellent 等級，表示學生整體上對教材介面與操作流程持正向評價。整體而言，此 IVR 教材具良好可用性，並可作為國小數學體積概念學習之數位媒介。 【關鍵字】 沉浸式虛擬實境；國小數學；教材開發；系統可用性 Abstract: The concept of volume involves three-dimensional structures and spatial relationships, which are relatively abstract for elementary school students. To support students’ conceptual understanding and hands-on learning, this study developed an immersive virtual reality (IVR)-based learning material for volume concepts in elementary mathematics. Through object manipulation, system prompts, and immediate feedback, the material guided students to observe, judge, and revise their understanding. The participants were 29 sixth-grade students from an elementary school in Taiwan. The System Usability Scale (SUS) was used to evaluate the usability of the interface and students’ overall acceptance of the material. The results showed that the SUS score was 81.3, which fell within the acceptable range and corresponded to an Excellent rating, indicating that students generally held positive perceptions of the interface and operation flow. Overall, the IVR learning material demonstrated good usability and may serve as a digital medium for supporting volume concept learning in elementary mathematics. Keywords: immersive virtual reality; elementary mathematics; learning material development; system usability 前言 數學是國小階段培養邏輯思維與問題解決能力的重要科目，其中體積單元涉及立體結構與空間關係，對學生而言較具抽象性。研究指出，若數學學習過度偏重符號操作與公式演算，容易忽略學生的感知經驗與空間直觀，造成理解流於表層；學童在表面積與體積學習中，也常出現視覺判斷錯誤、概念混淆與公式誤用等問題（劉君燦，2000；陳鴻綸、曹雅玲，2005）。這顯示，傳統以平面教材或靜態教具為主的教學方式，仍不足以支持學生對立體概念的理解。 在個人化學習觀點下，數學教學除知識傳遞外，也應支持學生依自身理解進度進行操作、觀察與修正。沉浸式虛擬實境（Immersive Virtual Reality, IVR）具備沉浸性、立體呈現與即時互動特性，能提供較具體的操作經驗，有助於提升學習參與，並支持學生進行個別化探索與概念建構。基於此，本研究旨在設計一套運用 IVR 技術之國小數學個人化學習環境，協助學生透過沉浸式操作、即時回饋與任務引導理解體積概念，並作為未來相關教學應用之參考。 文獻探討