臺灣博碩士論文加值系統

　　本研究探討協作遊戲為基礎的鷹架輔助學習對於七年級學生的學習成效與動機之影響。本研究採準實驗研究方法，參與對象為彰化縣某兩所七年級學生，共四個班級135人，研究分為兩個小組，鷹架協作遊戲組68人（2人為一組，共1組；3人為一組，共22組），協作遊戲組67人（2人為一組，共2組；3人為一組，共21組）。實驗結束後，學生依序進行成就測驗、問卷以及訪談。
　　研究結果發現：一、在學習成效上，鷹架協作遊戲組顯著優於協作遊戲組。二、在學習動機上，鷹架協作遊戲組壓力向度顯著高於協作遊戲組。三、在事後訪談發現，鷹架協作遊戲組的學生會共同探究遊戲任務隱含的教育概念；協作遊戲組的學生僅討論遊戲功能與得分訣竅。鷹架輔助學習引導小組學習方向，讓學生理解遊戲所隱含的科學知識與應用。

　　This study investigated the effectiveness of scripted collaborative gameplay on 7th grade students’ learning achievement and motivation. This study used quasi-experimental design, and a total of 135 students from two public schools in Changhua County participated. Participants were assigned to two groups：68 students in scripted collaborative game and 67 students in collaborative game group. Upon the completion of the study, students completed learning achievement test, motivation questionnaires and interviews.
　　The results of this study found that scripted collaborative game groups performed significantly better than collaborative game groups in the learning achivement test. However, scripted collaborative game groups reported significantly higher pressure than collaborative game groups. Lastly, the interview revealed that students in the scripted collaborative groups engaged in more effective discussion on science concepts during the game play, whereas students in the collaborative groups discussed merely the surface levels such as game features and functionalities. Thus, the use of scripts in collaborative game learning can guide students’ attention towards concept understanding and increase their awareness on the embedded science knowledge.

目次
誌謝　　　　　　　　　　　　　　　　　　　　　　i
摘要　　　　　　　　　　　　　　　　　　　　　　iii
Abstract　　　　　　　　　　　　　　　　　　　v
目次　　　　　　　　　　　　　　　　　　　　　　vii
圖次　　　　　　　　　　　　　　　　　　　　　　ix
表次　　　　　　　　　　　　　　　　　　　　　　xi
第一章　緒論　　　　　　　　　　　　　　　　　　　1
第一節 研究背景與動機　　　　　　　　　　　　　　2
第二節 研究目的與待答問題　　　　　　　　　　　　7
第三節 名詞解釋　　　　　　　　　　　　　　　　　8
第四節 研究範圍與限制　　　　　　　　　　　　　　10
第二章　文獻探討　　　　　　　　　　　　　　　　　13
第一節 遊戲式學習　　　　　　　　　　　　　　　　14
第二節 協作學習　　　　　　　　　　　　　　　　　21
第三節 鷹架輔助學習　　　　　　　　　　　　　　　33
第四節 小結　　　　　　　　　　　　　　　　　　　42
第三章　研究方法　　　　　　　　　　　　　　　　　43
第一節 研究架構與設計 　　44
第二節 研究對象與情境 　　47
第三節 教材 　　53
第四節 研究工具 　57
第五節 研究與實驗流程 　　67
第六節 資料處理與分析　　　　　　　　　　　　　　70
第四章　研究結果與討論　　　　　　　　　　　　　　73
第一節 學習成效測驗之結果分析　　　　　　　　　　74
第二節 學習動機量表之結果分析　　　　　　　　　　80
第三節 小組訪談資料之結果分析　　　　　　　　　　85
第五章　討論與建議　　　　　　　　　　　　　　　　93
第一節 討論　　　　　　　　　　　　　　　　　　　94
第二節 建議　　　　　　　　　　　　　　　　　　　97
參考文獻　　　　　　　　　　　　　　　　　　　　　99
附錄　　　　　　　　　　　　　　　　　　　　　　　113
附錄一、Carrot Land　　　　　　　　　　　　　　113
附錄二、鷹架輔助學習　　　　　　　　　　　　　　　115
附錄三、學習成就測驗　　　　　　　　　　　　　　　117
附錄四、學習動機量表　　　　　　　　　　　　　　　123
附錄五、訪談表　　　　　　　　　　　　　　　　　　124

圖次
圖1 近側發展區之示意圖　　　　　　　　　　　　　　34
圖2 研究架構圖　　　　　　　　　　　　　　　　　　44
圖3 實驗流程圖　　　　　　　　　　　　　　　　　　52
圖4 課程架構圖　　　　　　　　　　　　　　　　　　54
圖5 研究流程圖　　　　　　　　　　　　　　　　　　67

表次
表1 協作學習與合作學習之比較表　　　　　　　　　　23
表2 研究設計表　　　　　　　　　　　　　　　　　　46
表3 研究人數分配表　　　　　　　　　　　　　　　　48
表4 學習目標　　　　　　　　　　　　　　　　　　　54
表5 試題分析　　　　　　　　　　　　　　　　　　　58
表6 學習動機量表之向度分類表　　　　　　　　　　　59
表7 動機問卷之信度分析量表　　　　　　　　　　　　60
表8 動機問卷之各別信度分析量表　　　　　　　　　　60
表9 動機問卷之KMO及Bartlett檢定　　　　　　　　　61
表10 動機問卷之總變異量解釋　　　　　　　　　　　　62
表11 動機問卷之輪軸後的因素矩陣表　　　　　　　　　63
表12 動機問卷之概要表一（興趣）　　　　　　　　　　64
表13 動機問卷之概要表二（勝任）　　　　　　　　　　64
表14 動機問卷之概要表三（壓力）　　　　　　　　　　65
表15 動機問卷之概要表四（努力）　　　　　　　　　　65
表16 「鷹架協作遊戲組」訪談問題　　　　　　　　　　66
表17 「協作遊戲組」訪談問題　　　　　　　　　　　　66
表18 各組學習成效之描述性統計量表　　　　　　　　　74
表19 各組學習成效之變異數檢定　　　　　　　　　　　74
表20 各組學習成效之變異數分析摘要表　　　　　　　　75
表21 鷹架協作遊戲組之描述性統計量表　　　　　　　　76
表22 鷹架協作遊戲組之性別成效變異數分析摘要表　　　76
表23 協作遊戲組之描述性統計量表　　　　　　　　　　77
表24 協作遊戲組之性別成效變異數分析摘要表　　　　　77
表25 各組遊戲闖關時間之描述性統計量表　　　　　　　78
表26 各組遊戲關卡得分之描述性統計量表　　　　　　　79
表27 各組動機問卷之描述性統計　　　　　　　　　　　80
表28 各組學習動機之變異數檢定　　　　　　　　　　　81
表29 各組學習動機之變異數分析摘要表　　　　　　　　82
表30 鷹架協作遊戲組學習動機之描述性統計量表　　　　83
表31 協作遊戲組學習動機之描述性統計量表　　　　　　84

參考文獻
一、中文部份
于富雲（2001）。從理論基礎探究合作學習的教學效益。教育資料與研究，38，22-28。
孟芳（2014）。與孩子立規避免暴力遊戲。取自http://www.worldjournal.com/view/full_news_14/24645868/article-%E8%88%87%E5%AD%A9%E5%AD%90%E7%AB%8B%E8%A6%8F-%E9%81%BF%E5%85%8D%E6%9A%B4%E5%8A%9B%E9%81%8A%E6%88%B2-?instance=topics
林嘉玲（2000）。數學遊戲融入建構教學之協同行動研究（未出版之碩士論文）。國立花蓮師範學院，花蓮市。
邱富宏、陳錦章（2002）。融入認知策略與工具的網路學習環境對學生學習影響之研究。科學教育學刊，10（3），頁261-285。
孫春在、林珊如（2007）。網路合作學習：數位時代的互動學習環境、教學與評量。台北：心理出版社。
張春興（1996）。教育心理學－三化取向的理論與實踐。台北：東華。
陳銹陵、陳明溥、韓宜娣（2011）。鷹架類型與先備知識對高職電腦軟體應用課程之成效探討。數位學習科技期刊，3（1），101-120。
曾明勤（2002）。應用網際網路輔助建構式鷹架教學之研究－以[研究方法]課程為例（未出版之碩士論文）。國立高雄第一科技大學，高雄市。
詹惠麟（2010）。數位遊戲中鷹架輔助對策略發展及遊戲行為的影響（碩士論文）。取自臺灣博碩士論文知識加值系統。
薛俊彦、許芹（2006）。兒童教學遊戲的探究與開發。當代教育論壇:學科教育研究，10，59-60。
蘇冠銘、陳瓊美（2001）。引發學習動機的最佳方案:電腦遊戲。取自http://210.240.189.214/gamedesign/resources/04_game_theorem/0_pdf/%E5%BC%95%E7%99%BC%E5%AD%B8%E7%BF%92%E5%8B%95%E6%A9%9F%E7%9A%84%E6%9C%80%E4%BD%B3%E6%96%B9%E6%A1%88%20%20%20%E9%9B%BB%E8%85%A6%E9%81%8A%E6%88%B2_31%E9%99%B3%E9%BA%97%E9%9D%9C.pdf
 
二、西文部份
Aufschnaiter, V. S., Prum, R., &; Schwedes, H. (1984). Play and play orientation in physics education. Naturwissenschaften in Unterricht-P/C, 32, 258-263.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Pretince Hall.
Bruffee, K. A. (1993). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore: John Hopkins University Press.
Carillo, L., Lee, C., &; Rickey, D. (2005). Enhancing science teaching by doing more: A framework to guide chemistry students' thinking in the laboratory. Science Teacher, 72(7), 60-64.
Chang, K.E., Wu, L.J., Weng, S.E., &; Sung, Y.T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers &; Education, 58(2), 775-786.
Demetriadis, S. N., Papadopoulos, P. M., Stamelos, I. G., &; Fischer, F. (2008). The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning. Computers &; Education, 51(2), 939-954.
Dillenbourg, P., Baker, M. J., Blaye, A., &; O'Malley, C. (1995). The evolution of research on collaborative learning. Learning in Humans and Machine: Towards an interdisciplinary learning science, 189-211.
Echeverría, A., Améstica, M., Gil, F., Nussbaum, M., Barrios, E., &; Leclerc, S. (2012). Exploring different technological platforms for supporting co-located collaborative games in the classroom. Computers in Human Behavior, 28(4), 1170-1177.
Echeverría, A., García-Campo, C., Nussbaum, M., Gil, F., Villalta, M., Améstica, M., &; Echeverría, S. (2011). A framework for the design and integration of collaborative classroom games. Computers &; Education, 57(1), 1127-1136.
Ellis, A. K. (2001). Research on educational innovations. New York: Eye on Education, Inc.
Ge, X., &; Er, N. (2005). An online support system to scaffold real-world problem solving. Interactive Learning Environments, 13(3), 139-157.
Ge, X., &; Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21-38.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Hämäläinen, R., Oksanen, K., &; Häkkinen, P. (2008). Designing and analyzing collaboration in a scripted game for vocational education. Computers in Human Behavior, 24(6), 2496-2506.
Hall, J. K. (2001). Methods for teaching foreign languages: Creating a community of learners in the classroom. Upper Saddle River, NJ: Merrill Prentice Hall.
Heinich, R., Molenda, M., Russel, J., &; Smaldino, S. (2002). Instructional Media and Technologies for Learning, Merrill Prentice Hall. New Jersey: Merrill Prentice Hall.
Hill, J. R., &; Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37-52.
Jegede, O., &; Inyang, N. (1990). Gender differences and achievement in integrated science among junior secondary science students: A Nigerian study. International Review of Education, 36(3), 364-368.
Johnson, D. W. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th.). Bostonn: Allyn and Bacon.
Johnson, D. W., &; Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., &; Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. MN: University of Minnesota.
Krause, U.M., Stark, R., &; Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19(2), 158-170.
Liao, C. C., Chen, Z. H., Cheng, H. N., Chen, F. C., &; Chan, T. W. (2011). My‐Mini‐Pet: A handheld pet‐nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 27(1), 76-89.
Lin, L., Atkinson, R. K., Christopherson, R. M., Joseph, S. S., &; Harrison, C. J. (2013). Animated agents and learning: Does the type of verbal feedback they provide matter? Computers &; Education, 67, 239-249.
Liu, T.Y., &; Chu, Y.L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers &; Education, 55(2), 630-643.
McAuley, E., Duncan, T., &; Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60(1), 48-58.
McFarlane, A., Sparrowhawk, A., &; Heald, Y. (2002). Report on the educational use of games. Cambridge: TEEM.
Meluso, A., Zheng, M., Spires, H. A., &; Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers &; Education, 59(2), 497-504.
Milson, F. (1973). An introduction to group work skill. London: Routledge and Kegan Paul.
Nattiv, A. (1994). Helping behaviors and math achievement gain of students using cooperative learning. The Elementary School Journal, 94(3), 285-297.
Ng’ambi, D., &; Hardman, J. (2004). Towards a knowledge‐sharing scaffolding environment based on learners’ questions. British Journal of Educational Technology, 35(2), 187-196.
Nussbaum, M., Alvarez, C., McFarlane, A., Gomez, F., Claro, S., &; Radovic, D. (2009). Technology as small group face-to-face Collaborative Scaffolding. Computers &; Education, 52(1), 147-153.
Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers &; Education, 52(1), 1-12.
Pareto, L., Haake, M., Lindström, P., Sjödén, B., &; Gulz, A. (2012). A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation. Educational Technology Research and Development, 60(5), 723-751.
Pifarre, M. (2007). Scaffolding through the network: analysing the promotion of improved online scaffolds among university students. Studies in Higher Education, 32(3), 389-408.
Pintrich, P. R., Smith, D. A., &; McKeachie, W. J. (1989). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, Michigian: National Center for Research to Improve Teaching and Learning, School of Education, The University Michigan.
Prensky, M. (2001a). Fun, play and games: What makes games engaging. In Digital Game-Based Learning. New York, NY: McGraw Hill.
Prensky, M. (2001b). True believers: Digital game-based learning in the military. York: McGraw-Hill.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Randel, J. M., Morris, B. A., Wetzel, C. D., &; Whitehill, B. V. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation &; Gaming, 23(3), 261-276.
Rieber, L. P., &; Noah, D. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77-92.
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450.
Sánchez, J., &; Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers &; Education, 57(3), 1943-1952.
Sandford, R., &; Williamson, B. (2005). Games and learning. Bristol, UK: Futurelab.
Shih, K.P., Chen, H.C., Chang, C.Y., &; Kao, T.C. (2010). The development and implementation of scaffolding-based self-regulated learning system for e/m-learning. Journal of Educational Technology &; Society, 13(1), 80-93.
Simons, K. D., &; Klein, J. D. (2007). The impact of scaffolding and student achievement levels in a problem-based learning environment. Instructional Science, 35(1), 41-72.
Slavin, R. E. (1990). Cooperative learning. Celin Rogers: The social psychology of the primary school. New York: KKY.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd Ed). Boston: Allyn and Bacon.
Springer, L., Stanne, M. E., &; Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-51.
Sung, H.Y., &; Hwang, G.J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers &; Education, 63, 43-51.
Sweller, J., Van Merrienboer, J. J., &; Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., &; Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers &; Education, 52(1), 68-77.
Van der Meij, H., Albers, E., &; Leemkuil, H. (2011). Learning from games: Does collaboration help? British Journal of Educational Technology, 42(4), 655-664.
Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.
Villalta, M., Gajardo, I., Nussbaum, M., Andreu, J. J., Echeverría, A., &; Plass, J. (2011). Design guidelines for classroom multiplayer presential games (CMPG). Computers &; Education, 57(3), 2039-2053.
Virvou, M., Katsionis, G., &; Manos, K. (2005). Combining software games with education: Evaluation of its educational effectiveness. Journal of Educational Technology &; Society, 8(2), 54-65.
Vygotsky, L. S. (1978). Mind in Society Harvard University Press. Cambridge, MA: Harvard University Press.
Wang, J., &; Staver, J. R. (1997). An empirical study of gender differences in Chinese students' science achievement. The Journal of Educational Research, 90(4), 252-255.
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21-39.
Weinberger, A., Ertl, B., Fischer, F., &; Mandl, H. (2005). Epistemic and social scripts in computer–supported collaborative learning. Instructional Science, 33(1), 1-30.
Wood, D., Bruner, J. S., &; Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Yang, Y.-T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers &; Education, 59(2), 365-377.
Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P., &; Land, S. (2002). Scaffolding preservice science teachers' evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437-463.