臺灣博碩士論文加值系統

提供學生課餘時間娛樂與學習的益智類數學遊戲，內容多為非例行性數學問題，可促進學生的推理能力。然而學生容易沉迷於數位遊戲，導致遊戲式學習的成效不彰，需要融入教學策略，讓學生能專注於學習內容而非在遊戲娛樂上。因此，本研究設計及發展一款結合擬題活動於非例行性數學問題的平板電腦遊戲，解決一筆畫路徑的數學遊戲，探討結合擬題活動於數學遊戲，是否可增進學生對學習內容的理解，進而影響其數學態度與邏輯思考能力。研究對象為南部某國小三年級生共93位，進行為期兩週的數位遊戲式學習，每週四十分鐘，並依班級分為未融入擬題教學的組別與融入擬題教學的組別。研究結果顯示，一筆畫路徑的數學遊戲的學習效應之前後測兩組皆達顯著差異；未融入擬題教學組的學生之數學態度反而顯著退步，但擬題教學組的學生之數學態度維持原有結果；且科技信心顯著優於未融入擬題教學的組別；從訪談結果中發現擬題教學組學生能自行發展出逆向思考的問題解決策略。另外,亦發現平板電腦提供的介面操作容易，減少了遊戲進行的困難度。

Most Mathematical puzzles games can not only provide learning context and entertainment for students but can also improve problem solving abilities. Most of those games are non-routine mathematical problems. However, gaming habits may become an addiction, affecting school grades, health, and social life. It’s important to use teaching strategies to keep students focused on learning contents in playing educational game. This study developed a Tablet one-path game with a problem-posing activity, and investigated the impacts of this problem-posing game on students’ problem solving and logical thinking. Ninety-three third graders participated in the two-week experiment. They were assigned to two groups with or without problem-posing activity. The results revealed that (a) Both groups had an improvement after participating in this exercise, (b) the group without problem-posing activity deteriorated in mathematical attitude, and (c) the group with problem-posing activity had significantly higher scores in confidence of technology using. From interview, it found that students can develop a reverse thinking skill from problem-posing activity. In addition, the touch input of tablet allows the user to navigate easily and feel free to play this game.

中文摘要 i
Abstract ii
誌謝 iii
目錄 iv
表目錄 vi
圖目錄 vii
一、緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 3
1.3 研究限制 4
1.4 名詞解釋 5
二、文獻探討 6
2.1 數學學習與問題解決 6
2.1.1 數學問題的類型 6
2.1.2 數學解題 7
2.1.3 數學問題與問題解決 8
2.2 一筆畫遊戲 10
2.2.1 一筆畫遊戲之起源與概念 10
2.2.2 一筆畫遊戲之相關應用 12
2.3 數學類遊戲式學習 13
2.3.1 遊戲式學習 13
2.3.2 數位遊戲學習模型 13
2.3.3 數學類遊戲式學習相關研究 15
2.4 擬題教學法 17
2.4.1 擬題教學法之概念發展 17
2.4.2 擬題教學法之解題流程及特色 18
2.4.3 擬題教學法與遊戲式學習 20
三、遊戲設計 21
3.1 遊戲模型 21
3.2 遊戲流程 22
3.2.1 基本遊戲流程 22
3.2.2 融入擬題教學之遊戲流程 25
3.3 遊戲功能 30
四、研究方法 38
4.1 研究對象與環境 38
4.2 研究流程與設計 38
4.3 研究工具 45
五、研究結果與討論 46
5.1 問卷信度分析 46
5.2 數學態度問卷之分析 46
5.3 遊戲測驗 53
5.4 學生訪談 55
5.5 小結 58
六、結論與建議 59
6.1 結論 59
6.2 建議 61
參考文獻 63
中文部分 63
英文部分 64
附錄一、問卷分項內容 66
附錄二、國小數學問題解決與科技態度前測問卷 68
附錄三、國小數學問題解決與科技態度後測問卷 70
附錄四、訪談大綱 72
附錄五、訪談內容紀錄 73

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