近年來人們的學習、工作與生活都已和網路科技的發展息息相關，而在2019年突如其來的COVID-19大流行更是使人們的工作型態被迫轉移到網際網路上，由於學生與教師們皆不具有遠距教學的概念，因而無法有效且適當的進行課程。Lee等人的研究顯示，若教師沒能善加利用遠距教學的優勢，學生便會處於更加被動而不願參與課堂的狀態。為了讓學生成為學習的核心並因應無法在現實中交流的情況，人們便需要能夠打破現實與虛擬界線的科技，也就是「元宇宙」。本研究結合元宇宙與電腦支援的合作學習（Computer-Supported Collaborative Learning, CSCL），透過觀測學生對於課程的專注與投入程度，結合兩者的優勢來更有效地獲得學生們的行為資訊並分析其行為參與，以釐清學生們如何展現不同的行為與互動模式，並探討與學習表現之間的關聯。
本研究以18名就讀教育相關系所之研究生作為研究對象，並設計課程實驗，學生以科技教學內容知識（Technological, Pedagogical and Content Knowledge, TPACK）作為本實驗的學習目標，建立3道對照於不同向度的TPACK之試題，以虛擬物件的形式分布在空間中的不同處，採2小時的實驗時長，並形成最多3人的小組，使學生能夠自由探索於空間之中，自由與他人交流、互動並閱讀教材。實驗進行期間，研究者蒐集學生們的移動軌跡與互動資訊等，將其輸入至研究者開發的虛擬空間之學習行為分析工具「VSLAT」（ Virtual Space Learning Analysis Tool）中，以地點指標與定時熱照圖等方式探討學生們的學習樣態特殊的合作現象。
研究結果發現學生在元宇宙中展現其學習行為偏好與策略，體現出自我學習導向的行為表現。除此之外，本研究分析行為圖表、數據等，發現學生們形成三種不同的學習樣態，並與學習表現間具有一定的關聯性。甚至，藉由VSLAT可以發現不同小組之間產生的交會，進而導致不期而遇的合作現象。最後，根據本論文之研究結果，提出未來教育應用於元宇宙的發展與建議。

In recent years, people’s learning, work, and life have become closely intertwined with the development of internet technology. However, the sudden outbreak of COVID-19 in 2019 forced people to shift their work to online environment, making it challenging for students and teachers that how to conduct classes effectively due to the lack of familiarity with remote teaching. Research has show that if teachers fail to leverage the advantages of remote teaching, students may become passive and unwilling to participate in the class. In order to make students as the core of learning and adapt to situation the inability of face-to-face communication, we need a technology that breaks the boundaries between reality and virtuality, which is referred to the technology as the “Metaverse”. This study combines the metaverse with Computer-Supported Collaborative Learning (CSCL) to observe students’ concentration and engagement in learning content, utilizing the strengths of both approaches to effectively gain behavioral information and analyze student’s participation. The purpose of this research is to clarify how students demonstrate different behaviors, interaction patterns and explore the relationship between learning behaviors and performance.
The study involved 18 graduate students majoring in education-related fields, and was designed a course experiment with the theme of Technological, Pedagogical and Content Knowledge (TPACK), and three sets of TPACK question that distributed as virtual objects in different locations within the space. The experiment lasted for two hours, allowing students to freely explore the space, interact and communicate with others which can freely form a group of up to three people, and access learning materials. During the experiment, the researcher collected students’ movement and interaction information which were input into the Virtual Space Learning Analysis Tool (VSLAT) developed by the researchers for analysis. Location, performance indicators and heatmaps were used to investigate students’ learning patterns and special learning behavior.
The result indicated that students showed their preferences and strategies for learning behavior in the metaverse, reflecting a self-directed approach to learning. Additionally, the study analyzed behavior charts and data to identify three distinct learning patterns among students, which showed a certain correlation with learning performance. Moreover, through VSLAT, the researchers observed unique cooperative relationships among different groups, capturing serendipitous collaborative emergency among students. Based on the analysis in this study, recommendations and suggestions were proposed for the future development and application of education in the metaverse.

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