護理教育主要目標為培育護理系科學生專業醫護 知識、情意與技能，進而於未來與臨床工作接 軌。護理教育的學習成效有賴學習歷程最初之學 習動機；缺乏學習動機，則即使有完善的知識、 技能甚至臨床學習的經驗，亦難以培育為優秀的 專業護理人員。本研究以「護理教育未來式」為 發想，提出以新興科技虛擬實境技術結合ARCS （attention, relevance, confidence, satisfaction）動機 模式之學習架構；主張若以虛擬實境技術建構激 勵學生動機，乃至於涵蓋認知、情意、技能面 向之學習環境。虛擬實境提供的沉浸環境容易引 起學習者注意，而學習環境宜由相關的先備知識 延伸學習，進而透過虛擬實境模擬系統中建立學 生的自我效能感，強化學生持續學習之信心、與 對學習環境與自我表現滿足。期望本研究所提出 以虛擬實境誘發動機之整合式學習模式，能夠提 供有意以虛擬實境發展護理教學與學習素材之教 育工作者參酌，以建構兼顧娛樂性與學習價值之 虛擬實境平台。

A key objective of nursing education is teaching the professional medical knowledge, affection, and psychomotor skills necessary to prepare students for future clinical work. The effectiveness of this education depends on the initial learning motivation of students. Amotivation presents a barrier to becoming an excellent registered nurse, even when a student otherwise has strong knowledge, skills, and even clinical experience. This research introduces a novel model that combines virtual reality and the attention, relevance, confidence, satisfaction (ARCS) model. A key advantage of applying virtual reality technologies to enhance the learning motivation of students is that all learning-environment aspects such as cognition, affection, and psychomotor may be addressed. The immersive feeling elicited by virtual reality easily captures the attention of learners. The authors anticipate that this VR-based, learning-motivation model will help educators and companies develop virtual learning nursing education curricula and materials, leading to the creation of VR platforms providing both entertainment and learning value.