臺灣博碩士論文加值系統

隨著數位科技與遊戲產業的蓬勃發展，在數位學習領域興起了遊戲式學習模式的風潮，並應用在許多不同的學科。許多研究指出，在遊戲中需導入有效的教學策略，以提升學習者的學習動機及學習成效。本研究結合概念影響關係作為補救教學策略、使用RPG Maker建置數學遊戲式學習系統，提升學習者對數學課程的學習興趣與學習成效。本研究利用概念影響關係圖，讓學習者在闖關的同時，測驗出學習者學習不佳的概念，並引導其回到該概念之關卡進行補救學習。透過遊戲式學習介面提供學童豐富有趣的學習感受，加上使用概念影響關係圖建構出給予學童與概念有關的目標性考題，使學童在遊戲中能由簡至深，充分學習分數學習的演算概念。
為了驗證本研究之學習模式對於學習者數學分數單元的學習成效，本研究採用準實驗設計法，將學生分為實驗組與控制組。研究對象為某國小三年級四班共計116位學習者。實驗組使用基於概念影響關係之遊戲式評量學習模式，控制組使用一般遊戲式評量學習模式，探討使用不同數學遊戲式學習模式之學習成效。研究結果發現，使用基於概念影響關係之遊戲式評量學習模式能顯著提升學習者學習成就、學習態度、數學自我效能，以及降低學生的心智負荷。依據本研究的實驗結果，此創新學習模式能讓學生在較無壓力的學習環境中進行困難分數的學習與補救教學，讓學生提升了對於數學的自我效能與學習興趣，進而提升數學分數課程的學習成效。

With the rapid development of digital technology and the games industry, game-based learning has become popular in e-learning field and has found abundant applications in several different disciplines. Many studies have pointed out that effective teaching strategies should be integrated into game-based learning in order to improve students’ learning motivation and learning achievements. This study conducted concept-effect relationship (CER) as a remedial teaching strategy along with RPG Maker to develop a mathematical game-based learning system in order to increase students’ interest and learning achievements in mathematics courses. The CER diagram is used to test poorly learned concepts when students passed through the game checkpoints, which then guided the students back to the checkpoint of the concept for remedial learning. It is expected that the students can fully master fractions step-by-step from the rich and interesting learning experience in the game-based learning system and from the targeted questions constructed based on the CER diagram.
To verify the effectiveness of the learning model on mathematics fraction learning, this study employed a quasi-experimental design and divided the students into an experimental group and a control group. 116 students from third-grade classes of a primary school participated in this study. The students in the experimental group used a game-based assessment learning model based on the CER to learn while those in the control group used a general game-based assessment learning model, enabling us to explore the learning effectiveness of the mathematical game-based learning models. The study results revealed that the game-based assessment learning model based on the CER significantly improved the learning achievement, learning attitude, and mathematics self-efficacy of students, while reducing their mental load at the same time. According to the experimental results, this innovative learning model can provide students with a stress-free game-based learning environment for remedial learning the difficult fractions. This proposed approach improved the students’ learning interest and self-efficacy in mathematics course, thereby enhancing the learning achievements of the mathematics fraction course.

目錄
致謝 III
中文摘要 IV
英文摘要 V
目錄 VI
圖目錄 IX
表目錄 X
第一章 緒論 1
1.1 研究背景及動機 1
1.2 研究問題 2
1.3 研究範圍與限制 2
1.4 重要名詞解釋 3
1.4.1. 遊戲式學習 3
1.4.2. 補救教學 3
1.4.3. 概念影響關係 3
1.4.4. 學習成就測驗 3
1.4.5. 自我效能 4
1.4.6. 認知負荷 4
1.4.7. 數學焦慮 4
第二章 文獻探討 5
2.1. 概念影響關係 5
2.1.1. 概念的定義 5
2.1.2. 概念構圖、概念圖及概念影響關係定義 6
2.1.3. 概念影響關係圖的建立 8
2.1.4. 概念影響關係圖之演算法 9
2.2. 數位遊戲式學習 11
2.2.1. 數位遊戲式學習的定義與特性 13
2.2.2. 數位遊戲式學習的應用 15
第三章 研究方法 17
3.1. 研究架構 17
3.2. 基於概念影響關係之遊戲式評量學習模式 17
第四章 基於概念影響關係之數學遊戲式評量學習系統 23
4.1. 系統架構 23
4.2. 系統開發工具 24
4.3. 遊戲內容及系統介面 27
第五章 實驗設計 34
5.1.實驗對象 34
5.2. 實驗流程 35
5.3. 測量工具 35
5.3.1. 數學學習成就測驗 36
5.3.2. 學習態度量表 37
5.3.3. 數學科個人自我效能量表 37
5.3.4. 認知負荷量表 37
5.3.5. 數學焦慮量表 37
5.4. 分析方法 38
第六章 實驗結果 39
6.1 學習成就分析 39
6.1.1 學習前測驗 39
6.1.2 學習後測驗 39
6.2 問卷分析 40
6.2.1 學習態度 40
6.2.2數學科個人自我效能 41
6.2.3 認知負荷 41
6.2.4 數學焦慮 42
第七章 結論與建議 43
7.1. 結論 43
7.2. 未來研究建議 45
參考文獻 47
附錄一、數學科分數遊戲式學習活動學習後問卷 54
附錄二、數學科分數遊戲式學習課程題庫表 57
 

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