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研究生:盧昉暄
研究生(外文):Fang-Hsuan Lu
論文名稱:以數位遊戲設計作為心智工具對國小自然科學習成效的影響
論文名稱(外文):Effects of Digital Game Design as Mindtools on Students' Learning Achievements of Elementary School Natural Science
指導教授:黃國禎黃國禎引用關係
指導教授(外文):Gwo-Jen Hwang
口試委員:黃國禎
口試日期:2012-06-26
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:數位學習與教育研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:56
中文關鍵詞:心智工具數位遊戲設計設計中學習學習動機自我效能
外文關鍵詞:Mindtoolsgame designinglearning by designlearning motivationself-efficacy
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近年來,許多研究發現,遊戲具備娛樂的特性,若將之妥善應用於教學場域中,可提升學生的學習動機。學者指出,數位遊戲具有提昇教學成效的潛力;同時,也有學者指出,由設計中學習的模式可以幫助學生重新組織知識,若電腦化的設計模式能作為幫助學生組織及建構知識的心智工具,對學生將有更大的助益。因此,本研究嘗試以數位遊戲設計作為心智工具,探討與一般設計學習模式相比,在學習成效、動機、自我效能的影響。以國小高年級學童為實驗對象,採用立意取樣的方式抽取兩班學生分派為實驗組與控制組,控制組實施投影片設計學習模式,實驗以數位遊戲設計作為心智工具進行活動。研究結果發現如下:
一、以遊戲設計作為心智工具的學生,在學習成就方面的表現顯著優於以投影片設計模式學習的學生。
二、以遊戲設計作為心智工具與投影片設計學習模式的學生,在學習動機方面的表現沒有顯著差異。
三、使用以遊戲設計作為心智工具及投影片設計學習模式的學生,在電腦自我效能方面皆有顯著提升。
本研究期望藉由提出以數位遊戲設計作為心智工具的概念,並經過實證研究後,提供教師、研究人員作為實施數位遊戲式教學及研究的參考依據。
In recent years, game-based learning studies have surged up. Many researchers have found many positive effects such as learning achievement and motivation improvement, in which students leverage from game-based settings. In the meantime, some scholars advocate that “Learning by Design” strategy can facilitate knowledge acquisition. They further point out that using computer systems as "Learning by Design" Mindtools may be more helpful to students when organizing and constructing knowledge. In this study, “Game-design as Mindtools” approach is proposed; moreover, an experiment was conducted to show the effectiveness of the proposed approach. A total of 57 students were assigned either to the control group (N=29) or experimental group (N=28) for learning butterfly ecology of an elementary school natural science course. The experimental group learned with the game designing approach, while those in the control group learned in a PowerPoint making approach. All of they were asked to develop a presentation file. From the experimental results, the following findings were obtained:
1.The group used game-design as Mindtools had significantly better learning achievement than those who developed presentation files.
2.No significant difference was found in terms of learning motivation between students using game-design as Mindtools and those who developing presentation files.
3.Both of the groups showed significantly better computer self-efficacy after the treatment.
We hope the findings of our experimental research will contribute to the continuing studies of leveraging “game-design as Mindtools” to innovate new approach and as a result of improving effectiveness in educational learning.
1.緒論
1.1研究背景與動機
1.2研究目的與研究問題
1.3名詞解釋
1.4研究範圍與限制
2.文獻探討
2.1心智工具(Mindtools)
2.2數位遊戲式學習(Digital Game-based Learning)
2.3由設計中學習(Learning by Design)
3.研究方法
3.1研究架構
3.2研究流程
3.3研究對象
3.4研究工具
3.5資料處理與分析
4.研究結果與討論
4.1學習成就分析
4.2自然科學習動機分析
4.3電腦自我效能分析
4.4問卷開放性問題回答記錄
5.結論與建議
5.1結論
5.2建議
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附錄二 學習動機量表
附錄三 電腦自我效能量表
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