臺灣博碩士論文加值系統

本研究主要是利用電腦多媒體的特性，製作出符合遊戲式學習模式之「物質變化」網路教學網站，並以輕鬆、活潑的方式呈現在網路上，希望能提升學習者的學習動機進而達到較好的學習成效。
在本研究中，學習者透過網際網路學習教學內容，並將學習模式區分為遊戲式學習與非遊戲式學習；學習者認知型態則是依據「藏圖測驗」分為場地獨立與場地依賴兩組。多元智慧分組則是使用「多元智慧檢核表」加以分組，研究對象為靜宜大學二、三、四年級文、理、管理學院學生共224位。
本研究的結果顯示：
（一）在學習成效部分，學生在遊戲式網路學習中的學習成效優於在非遊戲式網路學習中的學習成效；而不同背景學生中，又以場地獨立、女性、理學院的學生，在遊戲式網路學習中的表現明顯優於在非遊戲式網路學習中的表現；以多元智慧分組中，具有語言智慧與自然觀察智慧者在遊戲式網路學習中的表現明顯優於在非遊戲式網路學習中的表現。
（二）對遊戲式學習的看法，學生不僅喜歡遊戲式的學習活動，也認為遊戲式的學習活動對其學習成效會很有幫助，可見遊戲式的學習活動確實能提升學生的學習動機。

The main issues of this research may use the benefit of multimedia to manufacture the learning website by using the game. In addition, the website may use easy and lively way to present in internet. Moreover, they want promote the motive of learning in the learning website.

The people who learn the knowledge use on-line learning in this research. The ways of learning in this research may separate to two groups. The one group of on-line learns May using the game, but the other group may not use the game. The comprehending model Learners’ cognitive style is partitioned into field independence and field dependence according to the questionnaire. Multiple intelligence is it use '' multiple intelligence examine nuclear form '' divide into groups to divide into groups. There two hundred and twenty four students who study in language, science and manage faculties of junior, senior and final year in Providence University to do this research.

The results of this research are described as following.
Firstly, the students may get more advantages from on-line learning by using the games. In addition, the students are in the final year that study in science faculty may get more advantages form on-line learning by using the games. Moreover, meal students can get more advantages form on-line learning by using the games. Finally the students who do on-line learning by using the game may get more advantages.
Finally, the students not only like the way of learning by using the game, but also they think they can get more advantages from it. Thus, the on-line learning may promote the motive of learning by using the game.

目錄……………………………………………………………Ⅰ
表目次…………………………………………………………Ⅲ
圖目次…………………………………………………………Ⅳ
中文摘要………………………………………………………Ⅴ
英文摘要………………………………………………………Ⅶ

第一章 緒論
第一節 研究背景與研究動機……………………… 1
第二節 研究目的…………………………………… 4
第三節 研究問題…………………………………… 5
第四節 研究限制…………………………………… 6
第二章 文獻探討
第一節 遊戲與學習………………………………… 8
第二節 多元智慧理論………………………………11
第三節 認知型態、性別與年級對學習成就的影響
及實證研究…………………………………20
第三章 研究設計與方法
第一節 研究架構……………………………………31
第二節 研究對象……………………………………33
第三節 研究設計……………………………………34
第四節 研究工具……………………………………36
第五節 研究方法……………………………………42
第四章 研究結果與討論
第一節 學習成效分析………………………………61
第二節 使用者問卷…………………………………76
第五章 結論與建議………………………………………… 80
第一節 結論…………………………………………81
第二節 建議…………………………………………83

參考文獻
中文部份…………………………………………………………84
英文部份…………………………………………………………88

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