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研究生:黃元暉
研究生(外文):Yuan-Hui Huang
論文名稱:具學習夥伴之線上遊戲學習系統之研究
論文名稱(外文):The Study of Online Game-based Learning System with Learning Companion
指導教授:蕭顯勝蕭顯勝引用關係
指導教授(外文):Hsien-Sheng Hsiao
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:工業科技教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:99
中文關鍵詞:數位遊戲數位遊戲式學習學習夥伴
外文關鍵詞:Digital GameDigital Game-based LearningLearning Companion
相關次數:
  • 被引用被引用:5
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  • 下載下載:73
  • 收藏至我的研究室書目清單書目收藏:1
遊戲在人類發展中扮演了非常重要的角色。由於多媒體科技的進步,現今的數位遊戲充滿了虛幻、規則、目標、感官刺激、神秘、挑戰、及控制等特性,激起了學習者的參與動機,因此透過數位遊戲來學習已成為一種趨勢,因數位遊戲具有遊戲特性,提升使用者的專注情形並投入其中,透過這樣的體驗能夠讓人們專注於學習之上,但學習者可能只將專注力放在遊戲的娛樂非學習上,原因在遊戲與教學內容之間連結鬆散,反而減低學習者的學習動機。學習夥伴具有同儕互動並提高動機及學習成效的特性,因此本研究建置一具學習夥伴機制之線上遊戲學習系統,以解決遊戲與學習內容鬆散連結問題。本研究以北市某國小六年級學生為研究對象,探討學習者分別利用學習夥伴機制進行線上遊戲教學與一般線上遊戲教學在學習成效上的差異,並透過遊戲系統的歷程紀錄檔案,分析使用本研究之系統後高低分群學習者在遊戲行為上之差別。
本研究之研究結果如下:1.使用本系統學習者在學習成效上明顯優於一般線上遊戲學習者。2.透過序列分析分析學習者行為後發現,學習者與具學習夥伴機制之線上遊戲學習系統之互動能幫助學習者增加其自然與生活科技電與能源課程相關知識之學習成效。
Game plays an important role in human being developments. Current multimedia technology is improving fastly. Today’s digital game fills of characteristics, such as fantasy, rule, goal, excitement, mystery, challenge, and control. And those characteristics motivate participants to play digital game, so there has become a trend to learn in digital game. Because digital game has game’s traits, that makes people immerse and concentrate in digital games. Using that kind of advantage can make people focus on learning, but participants could only want to play digital game not to learn in games. The reason is the link between learning contents and game contents isn’t tight enough. Learning Companion has characteristics such as peer interaction, gaining motivation, and learning outcomes. Therefore, this study constructs an online game-based learning system with learning companion to solve the problem in linking learning contents and game contents. The study selected students at 6th grade of Elementary school in Taipei City. We analyzed the learning outcomes between two groups after using different kind of online game-based learning system. And we also analyzed the system records in our game-based learning system, and used sequential analysis method to discover different behavior between high learning achievement and low learning achievement students.
After experiment and analyzing, we proposed the conclusion as follows: 1. The achievement of experiment group student is higher than control group. 2. By using sequential analysis, we discover that the interactions between students and proposed system can help students get more learning achievement of electronic and energy course in life and technology domain.
目 錄
謝誌 i
中文摘要 iii
Abstract v
目錄 vii
表次 ix
圖次 xi
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 6
第三節 待答問題 7
第四節 研究範圍與限制 8
第五節 研究流程 10
第六節 名詞釋義 11
第二章 文獻探討 12
第一節 數位遊戲式學習 12
第二節 學習夥伴 18
第三節 本章總結 24
第三章 具學習夥伴之線上遊戲學習系統 26
第一節 超級外送王線上遊戲學習系統 26
第二節 具學習夥伴之線上遊戲學習系統 27
第四章 研究方法 35
第一節 研究架構 35
第二節 研究對象 37
第三節 實驗設計與實施 38
第四節 研究工具 41
第五節 資料分析 43
第五章 研究結果與討論 45
第一節 不同遊戲教學方式對學習者成效影響分析 45
第二節 兩組學習者於遊戲行為之差異分析 57
第三節 系統評鑑問卷結果分析 72
第六章 研究結論與建議 75
第一節 結論 76
第二節 建議 78
參考文獻 81
附錄 89
附錄一 超級外送王線上遊戲學習系統介紹 91
附錄二 電與能源學習成效測驗 97
附錄三 系統評鑑問卷 99

表 次
表2-1 依文獻探討歸納出在學習夥伴各設計面向之運作方式 25
表3-1 學習夥伴情緒與互動情境整理 30
表3-2 學習夥伴機制與學習者互動情境及互動方式之整理 32
表4-1 研究設計 38
表4-2 教學活動流程安排 40
表5-1 兩組受試者之學習成效測驗前後測敘述總計結果 46
表5-2 兩組總分之同質性考驗 46
表5-3 兩組總分之共變數分析 47
表5-4 兩組調整後的總分平均分數比較表 47
表5-5 兩組知識概念分數之同質性考驗 48
表5-6 兩組知識概念分數之共變數分析 49
表5-7 兩組敘述情境問題解決能力分數之同質性考驗 49
表5-8 兩組敘述情境問題解決能力分數之共變數分析 50
表5-9 兩組調整後敘述情境問題解決能力分數平均分數比較表 50
表5-10 兩組高分群之同質性考驗 52
表5-11 兩組高分群之共變數分析 52
表5-12 兩組高分群調整後的總分平均分數比較表 53
表5-13 兩組低分群之同質性考驗 53
表5-14 兩組低分群之共變數分析 54
表5-15 兩組低分群調整後的總分平均分數比較表 54
表5-16 實驗組與對照組學習行為對照表 62
表5-17 實驗組與對照組高分群學習行為對照表 66
表5-18 實驗組與對照組低分群學習行為對照表 70
表5-19 系統評鑑問卷─心流經驗 72
表5-20 系統評鑑問卷─遊戲操作心得 73

圖 次
圖1-1 研究流程 10
圖2-1 學習與投入的關係圖 15
圖2-2 數位遊戲式學習模式 16
圖2-3 學習夥伴 19
圖3-1 本研究之線上遊戲流程 28
圖3-2 學習夥伴知識呈現方式及呈現之知識 30
圖3-3 學習夥伴之表情呈現 31
圖3-4 學習夥伴在充電站時之提示 33
圖3-5 學習夥伴在玩家機車電力不足時之提示 33
圖3-6 遊戲加入學習夥伴機制後的遊戲介面 34
圖4-1 研究架構 36
圖4-2 實驗流程 39
圖5-1 兩組共變數分析統計結果示意圖 56
圖5-2 實驗組學習者遊戲行為轉變圖 59
圖5-3 對照組學習者遊戲行為轉變圖 59
圖5-4 實驗組高分群學習者遊戲行為轉變圖 63
圖5-5 對照組高分群學習者遊戲行為轉變圖 63
圖5-6 實驗組低分群學習者遊戲行為轉變圖 67
圖5-7 對照組低分群學習者遊戲行為轉變圖 67
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