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研究生:張傑名
研究生(外文):Chieh-Ming Chang
論文名稱:導入故事結構於遊戲式行動學習平台之建置與成效評估—以校園植物為例
論文名稱(外文):The Development and Evaluation of a Mobile Game-Based Learning Platform with Story Grammar – A Case of the Plants in Campus
指導教授:周文修周文修引用關係
指導教授(外文):Wen-Shou Chou
學位類別:碩士
校院名稱:元智大學
系所名稱:資訊傳播學系
學門:傳播學門
學類:一般大眾傳播學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:121
中文關鍵詞:遊戲式行動學習、故事結構、學習成效
外文關鍵詞:Mobile Game-Based Learning、Story Grammar、Learning Effectiveness
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過去在遊戲式行動學習的研究中,多數都將焦點放在學習動機與興趣的探討,對於影響學習成效之因素則未深入討論。而在故事理解能力的相關研究中已證實透過故事結構元素的分析教學,能協助學習者記憶、理解與回憶,對於學習成效與保留具有正面助益。因此本研究試圖藉由導入故事結構於遊戲式行動學習,來協助學習者組織與建構學習內容,加強學習保留程度,並維持學習動機與興趣。為探究導入故事結構於遊戲式行動學習對於學習成效與態度之影響,本研究採準實驗法之不等組前後測設計,並選定桃園縣某國小三年級兩班學生共52人,分別施以不同教學法的校園植物學習活動,並透過獨立樣本t檢定來考驗學習成效是否有顯著差異。經實驗結果統計分析證實,採用導入故事結構之遊戲式行動學習平台輔助校園植物認識之實驗組,與非導入故事結構之遊戲式行動學習的控制組其植物認識學習成效有顯著差異,且延宕保留效果較佳。此外,透過學後問卷及故事理解程度調查問卷發現,實驗組學生認為遊戲式行動學習能提高他們的學習動機與興趣,加強學習理解與記憶能力,增加對於自然科學習的信心,顯示導入故事結構於遊戲式行動學習除了能改善學習成效,在學習態度也具有正面的影響力。

In the last few years, many research on mobile game-based learning usually put the main stress on the motivation of learning, but there were little attention have been given to the factor affecting learning. Moreover there are many research have proved that Story Grammar Analysis can help with learning, understanding and retention. For reasons mentioned above, this study attempt to assist learner to establish and construct knowledge, strengthen retention ability, and keep motivation of learning. The purpose of this study is to explore the learning effectiveness and learning attitudes by utilizing mobile game-based learning with Story Grammar, and makes use of quasi-experimental designs for research experiments. 52 third grade students of elementary school were arranged into two groups: experimental group (with Story Grammar) and control group (without Story Grammar), and Independent t Test was applied to analyze the data. According to the statistical results of the experiment, it shows that there is significant difference of learning achievement between the experimental groups and the control groups. Moreover, mobile game-based learning with Story Grammar has better positive learning attitude and motivation in experimental groups than in control group. In conclusion the present research has shown a mobile game-based learning with Story Grammar strategy will be highly effective when compared to a regular mobile game-based learning instructional trajectory and highlighted promising new directions for future research along these lines.

目錄
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
1.3 研究架構 4
第二章 文獻探討 6
2.1 遊戲式學習 6
2.1.1遊戲的教育意涵 6
2.1.2教育遊戲的設計準則 10
2.1.4學習保留相關文獻探討 12
2.1.3小結 13
2.2 遊戲式行動學習 14
2.2.1行動學習理論 14
2.2.2遊戲式行動學習的發展與特色 17
2.2.3小結 26
2.3 故事結構與學習 27
2.3.1故事結構理論 27
2.3.2故事結構法教學應用與教育意涵 29
2.3.3小結 32
第三章 研究方法 33
3.1 實驗設計與流程 33
3.2 實驗對象與工具 36
3.3 資料處理與分析方法 37
3.4 導入故事結構的遊戲單元設計 38
3.5 研究場域與教學活動設計 41
第四章 學習遊戲設計 45
4.1 遊戲開發環境與架構 45
4.2 遊戲角色與場景設計 47
4.3 遊戲故事單元設計 49
4.4 遊戲操作與流程 55
第五章 實驗結果 58
5.1 不同教學法對於校園植物學習成效之差異 58
5.1.1實驗組與控制組在後測成績之差異 59
5.1.2實驗組在前後測成績之差異 60
5.1.3控制組在前後測成績之差異 61
5.1.4小結 62
5.2 不同教學法對於校園植物學習保留之差異 64
5.2.1實驗組後測成績與延宕成績之差異 64
5.2.2控制組後測成績與延宕成績之差異 65
5.2.3小結 66
5.3 學後態度問卷結果 67
5.3.1「學習動機與興趣」構面分析 68
5.3.2「系統與活動滿意度」構面分析 69
5.3.3「學習成就與態度」構面分析 70
第六章 結論與建議 71
6.1研究結果與討論 71
6.1.1不同教學法對於校園植物學習成效之差異 71
6.1.2不同教學法對於校園植物學習保留之差異 72
6.1.3學後態度分析 72
6.2建議與未來展望 73
參考文獻 74
附錄一、校園植物認識成就測驗 81
附錄二、故事理解程度問卷 85
附錄三、學後態度問卷 87
附錄四、教學活動影像紀錄 90
附錄五、前導課程教材 98
附錄六、三年級上學期自然科總成績t檢定 112
附錄七、遊戲設計手繪稿 114


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