摘要
Taiwan's Indigenous tribes mainly reside in remote mountainous areas, where transportation and educational resources are limited. This study developed and evaluated an immersive virtual drone and Cardboard VR system for Indigenous cultural and science education in elementary schools and examined its potential to enhance learning and reduce the digital divide in remote communities. A teaching experiment was conducted to compare the learning outcomes of Indigenous students and their non-Indigenous peers using the VR learning system. The results showed that VR-based instruction significantly improved learning outcomes for students from both ethnic groups. For non-Indigenous students, learning outcomes were also compared with those of conventional instruction using PowerPoint presentations and videos. Non-Indigenous students in the VR-based teaching group outperformed those receiving conventional teaching in learning achievement, and they also reported higher learning motivation and experienced lower cognitive load. Compared with Indigenous students, non-Indigenous students receiving VR-based teaching showed higher learning achievement and technology acceptance, particularly with respect to perceived ease of use, suggesting that prior technological familiarity may affect system usability and learning outcomes. These findings demonstrate that VR technology has the potential to enhance science education and reduce the digital divide between students from diverse ethnic backgrounds. The results also provide valuable insights into broader VR applications in cultural and science educational contexts.