臺灣博碩士論文加值系統

遊戲式學習能引起學習者的學習動機，目前已受到許多教育研究者的注意。許多研究指出，使用遊戲式學習除增進學生學習動機之外，也能提升其學習成效。而以往數學科教學著重於老師一對眾講解，學生聽講後填寫練習題的方式進行學習。這樣的學習模式往往讓學生對數學科感到枯燥乏味。數學科教育者提出若使用結合數學與教育型遊戲學科的學習方式，應可提升學生對於數學的學習動機與學習成效。此外，研究顯示遊戲式學習的內容與教材活動的設計，需搭配適當的教學工具或策略才能真正提升學生學習成效。
在國小課程設計中，分數是學習小數的開始。但是對許多學生而言，學習分數是困難且無趣的。因此，本研究針對數學科的分數單元，將分數單元的教學活動融入遊戲式學習中，以形成性評量策略建立數學教育型遊戲。讓學習者在玩遊戲的過程中，同時練習此單元的重要概念，達到有意義的學習。本研究開發一套數學形成性評量遊戲式學習系統作為教學的輔助工具，探討與使用一般形成性評量的學習者，其學習成效、學習態度與自我效能等方面的表現有何差異。本研究設計兩組，一組使用形成性評量遊戲式學習模式，一組進行一般形成性評量學習模式。研究結果顯示，使用形成性評量遊戲式學習模式，顯著提升學習者的學習成效。此外，遊戲式形成性評量學習模式的心流經驗、科技接受度及學習模式滿意度，均顯著優於一般形成性評量學習模式學生的表現，而心智負荷則顯著低於一般形成性評量學習模式的表現。顯示本研究開發的形成性評量遊戲式學習系統，能增進學習者的學習成效與學習動機，且在教材設計與教材難度上較一般形成性評量模式更適合學習者的需求。

Digital Game-Based Learning has been widely discussed in decades. Many researchers indicated that digital game-based learning can not only motivate students to learn, but also improve their learning effectiveness. Mathematics courses always proceeds in using one-to-many, teacher-to-students, and written forms of learning; this kind of traditional learning process leads to dullness for students. Mathematics educators have noted that it probably a potential way to improve students’ learning motivation and learning performance if mathematics could be lectured with educational game-based learning. Moreover, researchers indicated that in order to help students achieve expected learning performance, teaching material should go well with appropriate digital game-based learning programs and suitable design of learning activities.
Based on this perspective, this study proposed a formative assessment-based fractions digital game-based learning approach for improving the learning achievements of students in e-leaning environment. An experiment has been conducted in an elementary school fractions Mathematics course. The experimental group used formative assessment digital game-based learning system to learn, while the students in control group used digital formative assessment learning system to learn. The experimental results show that the proposed approach not only significantly improves learners’ learning achievements, but also significantly enhances their perceptions concerning flow experience, technology acceptance and learning mode satisfaction.

目 次
摘要 i
Abstract ii
目 次 iii
表 次 v
圖 次 vi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究問題與方法 5
第四節 名詞釋義 6
一、數位遊戲式學習(Digital game based learning) 6
二、形成性評量(formative assessment) 6
三、數學自我效能(Math Self-Efficacy) 6
四、數學學習態度(Math Learning Attitudes) 7
五、分數概念數學學習 7
第五節 研究範圍與限制 8
第二章 文獻探討 9
第一節 數位遊戲式學習 9
第二節 形成性評量 12
第三節 分數概念 14
第三章 研究方法 16
第一節 研究設計與架構 16
第二節 研究參與者 17
第三節 研究步驟與流程 18
第四節 研究工具 19
第五節 數位遊戲軟體及形成性評量設計 22
第六節 實驗設計 27
第七節 資料處理與分析方式 28
第四章 研究結果與討論 30
第一節 分數概念學習成效分析 30
第二節 數學學習態度結果分析 32
第三節 數學自我效能結果分析 34
第四節 學習模式滿意度結果分析 36
第五節 認知負荷結果分析 36
第六節 科技接受度結果分析 39
第七節 心流經驗結果分析 40
第八節 相關分析(心智負荷、心智努力、心流經驗與數學成 41
就後測) 41
第九節 質性問卷分析 44
第五章 結論與建議 46
第一節 結論 47
第二節 未來研究建議 50
參考文獻 51
中文部分 51
英文部分 52
附錄一 分數概念前測試卷 57
附錄二 分數概念後測試卷 59
附錄三 數學遊戲式學習前問卷 61
附錄四 數學遊戲式學習後問卷 63

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