解剖學對於醫學相關科系學生而言是一門重要的基礎學科，傳統的學習方式為教師授課與書面圖譜，但人體結構是立體且結構間相互關係複雜，單就平面資料學生難以全然了解，多數醫學系學生會藉由大體解剖實驗來補足立體結構的資訊，由於大體老師是珍貴且稀少的教學資源，非所有醫學相關科系學生都能進入解剖教室中觀察大體老師。虛擬實境科技能模擬實際物體並重複使用的特性，恰能補足大體資源不足的問題，亦有研究指出將虛擬實境解剖學教學上，能提升學生學習興趣，我們以具備解剖學知識且不易取得大體資源的學生為開發族群，來開發一款模擬解剖學跑台測驗的軟體，希望藉著虛擬實境的高沉浸感與娛樂性，提升學生的學習動力與自主學習能力，我們以BodyParts3D模型作為我們軟體中人體模型的基礎，並將模型導入Cinema4D做進一步修改，虛擬環境方面則是使用市面上常見的Unity3D 來建構軟體環境，最後用HTC Vive作為執行軟體的裝置，目前此軟體共有100道題目，21位國立成功大學醫工系學生參與軟體測試，根據統計結果，有90%以上的受試者覺得此軟體有助於準備解剖學相關考試且使用時心情愉快，高達95%的使用者表示願意再次使用這個軟體，由此可知我們的軟體能提升學生的學習興趣，未來此軟體能考慮與解剖學教學結合，進而得知該軟體是否對學生自主學習能力有正面的影響。

Anatomy is a medical discipline that is vital for students and people who engage in medical care. Traditional anatomy teaching methods include lectures and gross dissection. Images in textbooks or atlases are two-dimensional, therefore unable to clearly express the relative relationship between human structures. To increase learning efficiency, students conduct anatomical experiments to gain insights into the structures of the human body. Since the human cadaver is a precious and scarce educational resource, not all medical related students have the opportunity to enter the dissection room. With the use of virtual reality (VR) technology, simulations of actual objects can be produced and thus reduce the consumption of cadavers. Some researchers pointed out that using VR has the potential to enhance student interest in learning. As a result, a VR-based educational software for gross anatomy was developed to simulate practical exams. Our target group was students whom have learnt anatomy previously however have limited to no cadaver access. We expect to enhance students’ motivation of learning by the highly immersive and entertaining characteristics of VR. Based on Bodyparts3D model, our human model was imported into Cinema 4D for further modifications. A virtual environment was then created using a popular game engine on the market, Unity3D. Finally, HTC Vive was utilized as the device to execute the software. 21 students from National Cheng Kung University participated in the testing of the software which consists of 100 questions. The statistical results showed that 90% of the participants felt that the software was user-friendly and helpful in preparing anatomy-related tests. This shows that our software can enhance students' interest in learning. A future aim would be to incorporate the software as a method of anatomy teaching to identify if there are positive impacts on students' self-learning ability.

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