臺灣博碩士論文加值系統

運用數位遊戲進行教學的研究日益受到重視，結合遊戲元素與故事情境的教育遊戲能創造愉快和擬真的學習環境，可望輔助學習者將知識和技能連結來解決情境中設計之問題，進一步提升學習成效。本研究發展結合認知鷹架與角色扮演策略的數學教學遊戲「鳳凰之心」。此遊戲中玩家扮演真實的消防員角色，透過本研究設計之認知鷹架引導下，使用數學機率知識來解決問題、完成任務，用以促進學習者對於數學學習的學習動機、增加學習成效。本研究實徵評估學習者在遊戲中的心流與後設認知狀態，以及此兩維度間彼此的關聯，並透過準實驗設計來檢驗其學習成效。並且探討不同性別與不同學習成就的學習者在心流、後設認知上的差異。本研究之參與者為臺灣北部某公立高中二年級學生共147名。研究發現，學習者對於本遊戲具備中位數以上程度之心流與後設認知狀態，表示有一定程度的心流投入與後設認知狀態，且透過認知鷹架引導之學習者較無鷹架引導的組別有較佳的學習成效。另外，本研究也初步分析心流狀態、後設認知狀態與學習成效各維度間存在影響彼此的路徑模型。

Many studies have focused on the application of digital games for teaching. The educational game combining game elements and story scenarios can create a pleasant and realistic learning environment and is expected to assist learners’ knowledge and skills to solve problems in the scenarios to further enhance their learning. The current research developed an educational mathematics game “Heart of the Phoenix” that combined cognitive scaffolding and role playing strategy. In this game, learners play the role of firemen. Through the guidance of cognitive scaffolding, they use the concepts of mathematical probability to solve problems and complete tasks, which is anticipated promote their learning motivation and learning outcomes in mathematics. This empirical study assessed the learner's flow state in the game and their metacognition, and the correlation between these two dimensions. A quasi-experimental study was conducted to examine learners’ learning effectiveness. In addition, this study explored the differences in flow and metacognition of learners with different genders and different learning achievements. Participants in this study included 147 11th grade students in a public high school in northern Taiwan. The findings showed that they had a certain degree of flow and metacognition. Compared with students in non-scaffolding guidance groups, students provided with cognitive scaffolding guidance had better learning effectiveness. Additionally, the study conducted a preliminary analysis of the path models among the dimensions of students’ learning outcomes, metacognition, and flow state.

摘要 I
Abstract II
誌謝 III
目錄 IV
圖次 VII
表次 VIII
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究問題 7
第貳章 文獻探討 8
第一節 電腦輔助數學學習 8
一、 CAL在數學教學上的發展 8
二、 小結 9
第二節 數位遊戲式學習 9
一、 數位遊戲式學習的定義 9
二、 數位遊戲學習在數學教學上的運用 11
三、 小結 13
第三節 角色扮演教學策略 13
一、 角色扮演的定義 13
二、 角色扮演在教學上的運用 14
三、 小結 15
第四節 鷹架理論 15
一、 鷹架理論定義 15
二、 鷹架運用於數學教學 16
三、 小結 18
第五節 心流狀態 18
一、 心流的定義 18
二、 遊戲式學習心流研究 20
三、 小結 21
第六節 後設認知 21
一、 後設認知的定義 21
二、 與數學學習相關的後設認知議題 22
三、 小結 23
第七節 小結 23
第參章 研究方法 25
第一節 研究設計 25
第二節 研究對象 26
第三節 研究工具 26
一、 數位遊戲軟體 26
壹、 設計理念 27
貳、 系統操作介面 33
參、 遊戲故事簡介與任務流程 35
二、 數學學習成效評量 41
三、 心流評量問卷 41
四、 後設認知問卷 43
第四節 研究流程 44
第五節 資料收集與分析 45
第肆章 研究結果 47
第一節 學習者對於「鳳凰之心」的學習成效、心流與後設認知的狀態 47
一、 學習成效 47
二、 心流狀態 49
三、 後設認知狀態 52
第二節 不同遊戲策略的學習者，遊戲完成度上的差異 54
一、 不同遊戲策略的學習者在遊戲完成度的情形 54
第三節 不同性別的學習者，在學習成效、心流狀態與後設認知上的差 異 55
一、 實驗組一在不同性別的學習者，在學習成效、心流狀態與後設 認知上的差異 55
二、 實驗組二在不同性別的學習者，在學習成效、心流狀態與後設 認知上的差異 57
三、 控制組在不同性別的學習者，在學習成效上的差異 58
第四節 不同學習成就的學習者，在心流狀態與後設認知上的差異 58
一、 實驗組一在不同學習成就的學習者，在心流狀態與後設認知上 的差異 59
二、 實驗組二在不同學習成就的學習者，在心流狀態與後設認知上 的差異 59
第五節 學習者在本遊戲中的學習成效、心流狀態與後設認知要素間的 關聯與路徑分析 60
一、 相關分析 61
壹、 實驗組一學習者的學習成效、心流狀態與後設認知要素間的 關聯 61
貳、 實驗組二學習者的學習成效、心流狀態與後設認知要素間的 關聯 61
二、 路徑分析 62
壹、 實驗組一學習者的學習成效、心流狀態與後設認知要素間的 路徑分析 62
貳、 實驗組二學習者的學習成效、心流狀態與後設認知要素間的 路徑分析 64
第伍章 討論 67
第一節 學習者對於「鳳凰之心」的學習成效、心流與後設認知的狀態 67
第二節 不同遊戲策略的學習者，遊戲完成度上的差異 68
第三節 不同性別的學習者，在學習成效、心流狀態與後設認知上的差 異 69
第四節 不同學習成就的學習者，在心流狀態與後設認知上的差異 69
第五節 學習者在本遊戲中的學習成效、心流狀態與後設認知要素間的 關聯與路徑分析 70
第陸章 結論與建議 72
第一節 結論 72
一、 透過鳳凰之心學習數學機率課程的學習成效 72
二、 透過鳳凰之心進行學習的心流狀態 72
三、 透過鳳凰之心進行學習的後設認知狀態 73
四、 鳳凰之心進行學習後，對於學習成效、心流狀態與後設認知狀 態的關聯 74
第二節 建議 74
一、 系統發展 74
壹、 遊戲情境設計 74
貳、 遊戲挑戰設計 75
參、 遊戲策略機制 75
二、 教學實務 76
壹、 教學對象 76
貳、 教學時機 76
三、 未來研究建議 77
壹、 後設認知歷程的分析 77
貳、 行為模式的分析 77
參考文獻 78
附錄一：數學學習成效評量 90

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