臺灣博碩士論文加值系統

隨著數位科技快速的發展，遊戲式學習模式由於其新穎的教學方式，能引起學習者的學習動機，已廣泛受到教育者的注意。教育者也開始著手於使用不同的教學策略來提升教育型遊戲的學習成效。遊戲式學習在近年應用於多個學科中，但應用於歷史教學者較少。因為歷史包含了人、事、時、地、物的交錯關係，資料量豐富，學習上較不易整合歷史的事件，於遊戲中進行整合及有邏輯的學習方式。另外，以往的研究顯示，遊戲式學習的內容與教材的設計需達到適切性、吸引性及配合適當的教學工具或策略，才能有效提升學習者的學習意願與學習成效。
因此，本研究針對歷史科的歷史事件特性，嘗試將時間軸的順序加入概念構圖中，建立新的時間序列概念構圖，並將此概念構圖結合於遊戲式學習中，讓學習者在玩遊戲的過程中，同時完成此時間序列概念構圖，達到有意義的學習方式。在此時間序列概念構圖之遊戲式學習模式中，讓學習者可以同時有邏輯性的學習歷史上發生的事件之間的關聯，並學習相關的學科知識。為驗證本學習模式的效益，本研究也實施了學習活動，以時間序列概念構圖作為輔助工具，探討使用此模式的學習者與一般遊戲式學習的學習者相比，其學習態度、自我效能與學習成就等方面的表現。
本研究將受測者分為實驗組及控制組，實驗組使用結合時間序列概念構圖之遊戲式學習模式，控制組進行一般歷史遊戲式學習模式學習。經研究結果顯示，使用結合時間序列概念構圖之遊戲式學習模式，有助於提升學習者的學習成就。

With the rapid advancement and popularity of computer and network environments, researchers are deeply aware of the importance and advantage of using innovative instructional designs in education for improving students’ learning achievements. Among various instructional design approaches, educational computer games have been recognized as being a promising approach for motivating students to learn. Although educational computer games have been applied to many subjects, few studies have been investigated to historical course. On the other hand, several studies have pointed out that without incorporating any educational theory or providing supportive tools, the effectiveness of educational computer games might be disappointed.
In this paper, an online game was developed to conduct a time scale-based concept map approach to developing an educational computer game for the historical course. This educational game was designed in the form of a consideration of the time relationships between these historical events. The students learned the interaction of these events following the sequence of time-line. Moreover, those students finished the time scale-based concept map while they finished playing the historical educational game. To evaluate the performance of the proposed approach, an experiment was conducted on an elementary school historical course--“Taiwan’s recovery history by Zheng Cheng-Gong”. The experimental results showed that the proposed approach significantly improved their learning achievements in the time scale-based concept map educational computer game activity, but not promoted the flow experience, learning attitudes, self-efficacy and technology acceptance degree of the students.

致謝 I
中文摘要 II
英文摘要 III
目錄 IV
圖目錄 VI
表目錄 VII
第一章 緒論 1
1.1.研究背景及動機 1
1.2.研究目標與待答問題 3
1.3.重要名詞釋義 4
1.3.1.遊戲式學習 4
1.3.2.角色扮演遊戲 4
1.3.3.概念構圖 5
1.3.4.時間序列概念構圖 6
1.3.5.心流經驗 6
1.3.6.自我效能 6
1.3.7.認知負荷 6
1.4.研究範圍與限制 7
第二章 文獻探討 8
2.1.數位遊戲式學習 8
2.1.1.教育型遊戲式學習 8
2.1.3.歷史教育遊戲 9
2.2.概念構圖 10
2.2.1.應用概念構圖之數位學習模式 10
2.2.2應用概念構圖之數位遊戲式學習 11
2.3.認知負荷 12
2.3.1.認知負荷理論 12
2.3.2.心智努力與心理負荷 13
第三章以時間序列概念構圖進行歷史遊戲數位學習遊戲設計 15
3.1.系統開發工具 15
3.2.產生專家時間序列概念構圖 19
3.3.遊戲內容與學習流程 25
3.4.角色扮演遊戲性特點 28
3.5.研究對象與實驗流程 30
3.6.研究工具 31
3.7.資料處理與分析 34
第四章 研究結果與討論 35
4.1.歷史科學習成就分析 35
4.2.前問卷分析 36
4.3.後問卷分析 37
4.3.1.共變數分析(歷史科學習態度、歷史科自我效能、心流經驗) 37
4.3.2.成對樣本t檢定(歷史科學習態度、歷史科自我效能) 39
4.3.3.共變數分析(認知負荷、系統易用性、系統有用性) 40
4.4.問卷開放性問題回答紀錄 43
4.5.訪談紀錄 46
第五章結論與建議 49
5.1.討論 49
5.2.結論與建議 52
參考文獻 54
附錄一 歷史遊戲式學習活動後測 60
附錄二 歷史遊戲式學習學習前問卷 64
附錄三 歷史遊戲式學習學習後問卷 66
附錄四 訪談問題 72

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