臺灣博碩士論文加值系統

數學一直是許多國小學生感到學習最為困難的科目之一，而分數學習與理解是數學學習中極為重要的基礎之一，所以當學生沒有建立清楚的分數概念，應給予再學習的機會，使學生的數學能力得以發展與提升，故本研究發展一套結合編序教學法與數位遊戲的學習模式，對國小五年級學生進行數學科分數單元的學習活動，比較「結合編序教學法之數位遊戲式學習」及「一般數位遊戲式學習」兩種不同模式，對五年級學生在數學學習成就與感受之差異。
本研究採準實驗設計，實驗組使用結合編序教學法之數位遊戲式學習模式，對照組則使用一般數位遊戲式學習模式，進行異分母分數運算的學習活動。研究結果顯示，結合編序教學法之數位遊戲式學習模式能顯著提升五年級學生的數學學習成就、學習態度與自我效能，並降低數學焦慮，且在學生的學習過程產生較低的認知負荷。其結果也顯示，在遊戲中導入編序教學法策略，可以讓學生於學習過程中有更多且有效的學習行為，從中獲得學習成功經驗，而有更積極的再學習與練習之動機，提升數學概念的理解。而使用不同學習模式的學生，對於遊戲式學習都有高度的心流經驗與滿意度，且對遊戲式學習都保持著正向的態度與肯定。

Mathematics makes so many students feeling difficult to learn. The fraction concept is very important in terms of mathematics. So teachers should be given assistance when students with learning difficulties in fractions unit, and teachers to help students enhance performance. The purpose of this study is to develop a digital game-based learning system with programmed instruction. The system is used to learn fractions unit in fifth grade. Research purposes are comparing differences in student achievement and perception from two different modes.
This study was based on an quasi-experimental design. The subject consists of 57 5th graders from two classes. The experimental group used the programmed instruction digital game-based learning system. The control group used the general digital game-based system. Then the student used game-based system to learn subtraction of fractions with different denominators. The results revealed that programmed instruction digital game-based learning system has positivity effect in mathematics learning. The system significantly impact students' learning performance, attitude and self-efficacy. The system also effectively relieves these students' mathematics anxiety and cognitive load. The programmed instruction digital game-based learning system can increase student’s learning behavior and success experience in the process.
Students are satisfied with different GBL system; they also have highly flow experience. In short, students have an affirmative and positive attitude for game-based learning.

摘 要 i
Abstract ii
目 錄 iii
表目錄 v
圖目錄 vi
第一章 緒論 1
第一節 研究背景 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 7
第四節 研究限制 10
第二章 文獻探討 11
第一節 分數概念學習 11
第二節 編序教學法 17
第三節 數位遊戲式學習 23
第四節 小結 30
第三章 遊戲式學習系統設計 31
第一節 遊戲設計軟體 31
第二節 遊戲學習內容設計 32
第三節 一般數位遊戲式學習模式設計 40
第四節 結合編序教學法之數位遊戲式學習模式設計 42
第四章 研究方法 49
第一節 研究設計與架構 49
第二節 研究對象 50
第三節 研究歷程 51
第四節 實驗設計 54
第五節 研究工具 58
第六節 資料分析與處理 62
第五章 研究結果 63
第一節 異分母分數運算概念學習成就結果分析 63
第二節 數學學習態度結果分析 65
第三節 數學焦慮結果分析 67
第四節 數學自我效能結果分析 69
第五節 認知負荷結果分析 71
第六節 心流經驗結果分析 72
第七節 學習工具滿意度結果分析 73
第八節 遊戲學習行為模式分析 74
第九節 質性資料與回饋 80
第六章 結論與討論 87
第一節 結論與討論 87
第二節 未來研究建議 91
參考文獻 93
一、中文部分 93
二、英文部分 97
附錄一 教學實驗家長同意書 105
附錄二 異分母分數運算概念前測驗卷 106
附錄三 異分母分數運算概念後測驗卷 107
附錄四 實驗前問卷 108
附錄五 實驗後問卷 111

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