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研究生:蔡銘祥
研究生(外文):Ming-Hsiang Tsai
論文名稱:結合概念構圖回饋機制之真實情境行動遊戲學習-以國小五年級植物教學為例
論文名稱(外文):Real-Context Game-Based Learning Integrated with a Concept Mapping Feedback Mechanism – Using Grade 5 Botanical Education as an Example
指導教授:朱蕙君朱蕙君引用關係
指導教授(外文):Hui-Chun Chu
口試委員:黃國禎朱蕙君楊凱翔
口試委員(外文):Gwo-Jen HwangHui-Chun ChuKai-Hsiang Yang
口試日期:2014-06-17
學位類別:碩士
校院名稱:東吳大學
系所名稱:資訊管理學系
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:66
中文關鍵詞:行動學習遊戲式學習概念構圖認知負荷
外文關鍵詞:mobile learninggame-based learningconcept mapcognitive load
相關次數:
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  • 下載下載:21
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遊戲是建構一個虛擬的環境,讓學習者經由虛擬世界提升故事性、挑戰性與學習豐富度,因而提升學生的興趣與專注力。概念構圖為一個良好的心智工具,許多學者將概念構圖應用於數位學習中,促使學習者進行知識組織與建構,藉此瞭解學習者對知識概念的理解程度,並幫助學習者連結知識概念,增進學習者組織事物的能力。同時,許多研究指出,將遊戲式學習融合概念構圖是相當好的學習策略。而在真實情境中進行行動學習,則有助於引導學生將知識應用在真實世界的學習物件,結合實體環境的觀察與虛擬的學習教材,增加學習的應用與成效。因此,本研究的目的,在於探討若於真實情境中使用概念構圖或文字回饋,作為行動遊戲式學習的教材回饋,是否能提昇學生的興趣與學習動機,並引導學生在真實情境中學習與組織知識。因此,本研究使用真實情境與概念構圖和文字教材作為兩種不同的回饋模式,引導學生在真實環境手持小筆記型電腦,在遊戲式學習的介面下,使用兩種回饋機制完成行動學習活動。本研究的參與者為國小五年級三班82名學生,分為兩組實驗組與控制組。實驗組一使用結合概念構圖回饋機制之行動遊戲學習系統,實驗組二使用結合網頁查詢機制的行動遊戲學習系統。控制組使用結合文字回饋機制的行動遊戲學習系統。於實驗結束後分析學習者的學習成就、學習動機、認知負荷與科技接受度等面向。研究結果發現,三組皆使用遊戲學習,因此學習者學習動機無顯著差異。認知負荷方面,無論在教材難度、任務的挑戰性及教材的結構方式,三組學習模式皆不會對產生過高學習負荷。而控制組(文字回饋)之學習成就顯著優於實驗組二(網頁查詢)。因此採用質性訪談深究其原因,經訪談學習者表示不習慣看概念構圖直接組織知識,仍偏好直行描述(文字回饋);但排除習慣因素後,會選擇概念構圖來幫助學習。
Game-based learning is defined as the construction of a story-based virtual environment that is challenging and content-rich, with the aim of increasing interest and attracting the attention of the learners. In addition, concept mapping consists of a superior mental strategy that many scholars have applied in digital learning to facilitate learners in knowledge organization and establishment. Concept mapping can be employed to determine learners’ level of understanding regarding certain knowledge, facilitate learners in linking independent concepts, and help learners to improve their organization ability. Numerous studies have indicated that integrating game-based learning and concept mapping is an extremely effective learning strategy. Studies have also suggested that learners engaging in action learning in real contexts are able to apply acquired knowledge to real world learning objects more appropriately. Furthermore, the application diversity and effectiveness of learning can be enhanced by combining real-world observations and virtual learning materials.Therefore, the present study sought to examine whether the use of real-context concept mapping or written feedback as teaching material in action game-based learning can enhance the interest and learning motivations of students, and consequently facilitate them in learning and organizing knowledge in real-world contexts. Two feedback models were developed in the present study, specifically, real-context concept mapping and written feedback. Student participants were placed in a real-world environment and instructed to operate a game-based learning interface on a portable computer and complete an action learning activity using both feedback models. The participants were 82 grade 5 students from three classes, and were allocated into two experimental groups and a control group. An action game-based learning system integrated with concept mapping was employed for Experimental Group 1; a system integrated with a webpage query mechanism was employed for Experimental Group 2; and a system integrated with a written feedback mechanism was employed for the control group. The test results were examined to analyze the learners’ learning performance, learning motivation, cognitive load, and technology acceptance. Findings showed that (1) the learning motivations of the three groups of participants failed to achieve significant differences; (2) neither the difficulties, the challenges, nor the structural methods of the three teaching models produced excessive learning loads on the learners; and (3) the learning performance of the control group (written feedback) was significantly better than that of Experimental Group 2 (webpage search). Therefore, the study employed qualitative interviews to further investigate the reasons for these findings. Learners asserted that they were not accustomed to reading concept maps and preferred direct descriptions (written feedback). However, with the exclusion of habitual factors, the learners expressed their willingness to use concept maps to facilitate their learning process.

誌謝 ii
中文摘要 iii
英文摘要 iv
目錄 vi
圖目錄 ix
表目錄 x
第一章 緒論 1
1.1. 研究背景及動機 1
1.2. 研究目的 3
1.3. 研究問題 4
1.4. 研究範圍與限制 4
1.4.1.研究樣本範圍 4
1.4.2. 研究限制 4
1.5. 名詞解釋 5
1.5.1. 行動學習(Mobile learning) 5
1.5.2. 遊戲式學習(Game-based learning) 5
1.5.3. 概念構圖(Concept Map) 6
1.5.4. 網頁查詢策略(Web-searching strategy) 6
1.5.5. 認知負荷(Cognitive Load) 6
第二章 文獻探討 7
2.1. 校園植物教學相關研究 7
2.2. 行動學習 8
2.3. 遊戲式學習 10
2.4. 心智工具與概念構圖 11
第三章 結合不同回饋機制之行動遊戲學習系統設計 14
3.1. 系統開發工具 14
3.2. 研究設計 17
3.2.1. 概念構圖回饋機制之行動遊戲學習策略 17
3.2.2. 網頁教材查詢策略之行動遊戲學習策略 19
3.2.3. 文字回饋機制之行動遊戲學習策略 22
3.3. 遊戲的學習流程 24
3.4. 研究對象與實驗流程 25
3.5. 研究工具 26
3.5.1.學習成就測驗  26
3.5.2.學習動機問卷  27
3.5.3.認知負荷問卷  27
3.5.4.科技接受度問卷 28
3.6. 資料處理與分析 29
第四章 研究成果與討論 30
4.1. 學習成就分析 30
4.2.後問卷分析 32
4.2.1.學習動機後問卷分析 32
4.2.2.認知負荷分析  33
4.2.3.科技接受度 (認知有用性、認知易用性) 分析 33
4.2.4.遊戲中的題目類型(知識性、觀察性、實用性)之答錯次數分析 34
4.3. 問卷開放性問題回答紀錄 35
4.4. 質性訪談紀錄 37
第五章 結論與建議 40
5.1. 結論與討論 40
5.2. 未來研究建議 42
參考文獻 45
附錄一、真實情境行動遊戲學習之後測 52
附錄二、行動遊戲學習之學習風格量表問卷(循序的/總體的) 56
附錄三、行動遊戲學習之學習風格量表問卷(視覺的/口語的) 58
附錄四、真實情境行動遊戲學習之學習後問卷 60
附錄五、筆筒樹與樟樹概念構圖 64
附錄六、茄苳與緬槴概念構圖 65
附錄七、菩提樹概念構圖 66

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