本研究旨在將STEAM（Science, Technology, Engineering, Art, Mathematics）跨學科整合性思維融入虛擬實境實作課程中，採PBL（Problem-based learning）設計課程，探討學生學習滿意度狀況。本研究以臺灣某科技大學跨領域課程之學生為研究對象，採分組合作學習，實施為期18週的「STEAM & PBL虛擬實境實作課程」；採用質量混合分析法，以問卷調查之量化統計分析，輔以質化文件分析法，分析學生作品表現及學習單回饋，以了解學生滿意度感受。本研究創新虛擬實境實作課程設計，以STEAM跨學科整合性思維為主軸，融入問題導向學習策略，設計以學生為主體、教師擔任學習促進角色之「STEAM & PBL虛擬實境實作課程」。經過本課程實施後，大多數跨系所的學生對於本課程的「教學內容滿意度、學生作品滿意度、STEAM學習滿意度」等3方面滿意度表示正向肯定。以此，提出若干虛擬實境實作課程教學實施及未來研究之建議。

This research aims to integrate STEAM (Science, Technology, Engineering, Art, Mathematics) activities into VR (Virtual reality) PBL (Problem-based learning) courses and analyze satisfaction with them. This research takes students from a cross-field course at a university of science and technology in Taiwan as the research subjects. It adopts group cooperative learning, and implements an 18-week “STEAM & PBL VR Course”. This study adopts the quality mixed analysis method, it analyzed the performance of students’ work and the feedback of the study sheet, so as to gain a deep understanding of learner satisfaction. This research innovatively designed a “STEAM & PBL VR Course” with students as the main body and teachers playing the role of learning promotion. After the implementation of this course, most of the students expressed positive affirmation for their satisfaction of this course in Teaching Content, Student Work, and STEAM Learning. This research put forward some suggestions on the teaching implementation and future research of virtual reality courses.