虛擬實境（VR）繪圖提供沉浸式體驗，使使用者能在 3D 環境中自由操作，而電腦繪圖則透過 2D 技術輔助設計表現。本研究探討這兩種數位工具對學生學習成效的影響，並以「虛擬實境繪圖設計」與「電繪表現技法」兩門課程為實驗對象，透過前後測問卷進行評估，涵蓋：（1）知識的學習、（2）技法的表現、（3）應用於設計流程、（4）學習滿意度。t 檢定結果顯示，VR 組學生前測得分低於電繪組，顯示其對 VR 技術的認知較低。然而，經過一學期學習後，兩組學生的後測分數均顯著提升，顯示課程對學習成效的正向影響。

進一步分析發現，「應用於設計流程」的前測分數與學期總成績呈正相關，顯示學生若能在課前具備 VR 設計應用概念，學習效果更佳。此外，課後訪談顯示，多數學生仍偏好電繪作為設計發想工具，原因包括 VR 設備取得不易、操作精細度受限及設計流程的不確定性。雖然 VR 具提升創造力的潛力，但學習門檻與應用限制影響了學生的接受度。

本研究顯示 VR 繪圖能增強學習體驗與創意發展，但應用於設計流程仍需優化。未來課程可強化 VR 與設計流程的整合，提供明確操作指引，並提升設備可及性，以增強學習動機與技術應用能力。透過這些策略，VR 技術可望為工業設計教育提供更完整的數位學習模式與應用價值。

Virtual Reality (VR) drawing provides an immersive experience, allowing users to operate in a 3D environment, while digital drawing utilizes 2D technology to assist in design representation. This study explores the impact of these two digital tools on students' learning effectiveness by using two courses, "VR Drawing for Design" and "Digital Drawing Techniques," as experimental subjects. Learning outcomes were evaluated through pre- and post-test questionnaires, covering four main aspects: (1) Knowledge acquisition, (2) Technical performance, (3) Application in design processes, and (4) Learning satisfaction. The t-test results indicate that students in the VR group scored lower in the pre-test compared to the digital drawing group, reflecting their lower familiarity with VR technology. However, after one semester, both groups showed significant improvement in post-test scores, suggesting a positive impact of the courses on learning outcomes.

Further analysis revealed a positive correlation between the pre-test scores in the "Application in design processes" aspect and final semester grades, indicating that students with prior knowledge of VR design applications achieved better learning outcomes. Additionally, post-course interviews indicated that most students still preferred digital drawing as an initial design tool. The reasons included limited accessibility to VR equipment, lower precision in detailed operations, and uncertainties in the design workflow. Although VR has the potential to enhance creativity, barriers such as learning difficulty and application limitations affect students' acceptance of the technology.

This study suggests that while VR drawing enhances learning experiences and creativity development, its application in design workflows requires further optimization. Future courses should focus on better integrating VR with design processes, providing clearer operational guidelines, and improving equipment accessibility to enhance students’ motivation and technical proficiency. By implementing these strategies, VR technology has the potential to provide a more comprehensive digital learning model and greater value for industrial design education.

虛擬實境繪圖，電腦繪圖，工業設計教育，學習成效，t檢定

Virtual reality drawing, Digital drawing, Industrial design education, Learning     outcomes, t-test analysis