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研究生:趙增偉
研究生(外文):Tseng-Wei Chao
論文名稱:遊戲式學習於綠建築教學之效益研究
論文名稱(外文):Teaching effectiveness of game-based learning in green building education
指導教授:阮怡凱阮怡凱引用關係
指導教授(外文):Yi-Kai Juan
口試委員:阮怡凱
口試委員(外文):Yi-Kai Juan
口試日期:2014-12-01
學位類別:博士
校院名稱:國立臺灣科技大學
系所名稱:建築系
學門:建築及都市規劃學門
學類:建築學類
論文種類:學術論文
論文出版年:2014
畢業學年度:103
語文別:中文
論文頁數:77
中文關鍵詞:綠建築遊戲ARCS動機模式IMMS教材動機量表
外文關鍵詞:green buildingtabletop gameARCS motivation modelInstructional Material Motivation Survey (IMMS)
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面對環境急速變遷及不可避免的都市化,綠建築的概念逐漸獲得各國的重視。然而,長期以來,綠建築的執行與推廣過程備受阻礙,其中一個關鍵因素是多數民眾對綠建築的認知不足,無法理解綠建築所能產生的具體效益。本研究為達教育目的,根據台灣綠建築九大指標(EEWH),設計一套遊戲時間約為40分鐘,可供二至四人同時進行的綠建築策略遊戲「GBGame」。為驗證教學及學習成效,本研究針對72名高職建築科學生,區分為:遊戲教學的「實驗組」與傳統教學的「對照組」;其次,採用「IMMS教材動機量表」檢測兩者學習動機上的差異,以及根據建築科課程內容及台灣綠建築九大指標所編成的「綠建築測驗卷」檢測兩者學習成效的差異。研究結果顯示:(1) 接受遊戲教學的學生具有高度學習動機,並明顯超越傳統教學的學生;(2) 經測驗發現接受遊戲教學的學生,其學習成效普遍較佳;(3) 將「 IMMS教材動機量表」內ARCS四個部分之問項交叉檢驗後發現,接受遊戲教學的學生在遊戲的注意力(attention)、相關性(relevance)、信心度(confidence)與滿意度(satisfaction)等四個層面均與學習成效呈高度顯著性。此結果亦顯示此遊戲不僅能成功作為綠建築課程教材,經反覆遊戲後更將能有效提升使用者對於綠建築議題的學習動機與學習成效。
In order to improve education about green buildings, we designed a multiplayer (2–4 people) green building strategy game called GBGame, which delivered knowledge about the Taiwanese green building market. To verify both the game’s learning and teaching effect, we conducted separate measurements using the ARCS motivation model and a paper-based exam among 72 students majoring in architecture, divided into an experimental group (who played the game) and a control group (who underwent lecture-based instruction). Furthermore, an “IMMS (Instructional Materials Motivational Scale)” was applied to measure the difference on learning motivations between the two groups. Also, a green building exam designed based on the nine green building indices in Taiwan and the course content of the Department of Architecture in universities was given to the students to examine the difference on learning effects. The results indicate that (1) students who received the game-based education have stronger learning motivation during the game than those who received the traditional education (2) students who learned through games generally exhibited better learning effectiveness than those who did not when examined; and (3) following cross-validation on the four sections of ARCS in IMMS, we discovered a highly significant correlation between the learning effect, attention, perception of relevance, confidence, and satisfaction of students who learned through games. The results also indicate that in addition to being an effective instructional material for green building education, this game can improve users’ learning motivation to learn about green buildings through repeated gameplay.
目 錄

摘 要...........................................................................................................I
誌 謝..........................................................................................................3
第一章 緒論..............................................................................................1
第二章 教育與遊戲..................................................................................6
2.1. 教育與遊戲..........................................................................................6
2.2. 教育遊戲之概述..................................................................................8
第三章 ARCS動機模式及IMMS教材動機量表......................................12
第四章 GBGame的發展與設計...............................................................15
4.1. 遊戲概念............................................................................................15
4.2. 遊戲道具............................................................................................17
4.3. 遊戲規則與步驟................................................................................21
第五章 實驗成果及驗證..........................................................................24
5.1. 遊戲實驗的目的................................................................................24
5.2. 實驗對象............................................................................................24
5.3. 研究工具............................................................................................28
5.4. 數據分析和結果討論........................................................................29
5.4.1. 學習動機之驗證-對照組................................................................29
5.4.2. 學習動機之驗證-實驗組................................................................32
5.4.3. 學習動機檢驗.................................................................................35
5.4.4. 實驗組動機與學習成效之交叉檢驗.............................................36
5.4.5. 學習成效檢驗.................................................................................37
第六章 實驗控制變量之探討..................................................................39
6.1. 計數統計...........................................................................................39
6.2. 分數、經驗及遊戲時間的彼此關係................................................39
6.3. 假說不成立之探討...........................................................................43
第七章 結論與建議.................................................................................45
致謝...........................................................................................................47
參考文獻...................................................................................................48
附錄一: IMMS教材動機量表(遊戲教學組)........................................54
附錄二: IMMS教材動機量表(傳統教學組)........................................58
附錄三: 綠建築成效測驗卷.................................................................62
附錄四: 遊戲規則簡介.........................................................................65


圖目錄

圖1研究流程圖..........................................................................................5
圖2 環境牌及相對應之功能牌示意圖....................................................17
圖3 遊戲道具示意圖................................................................................20
圖4 遊戲步驟流程圖................................................................................23


表目錄

表1 遊戲教學暨成果發表之案例..............................................................7
表2 遊戲卡牌功能內容表.........................................................................15
表3 實驗現況紀錄表.................................................................................24
表4 對照組教材動機量表之描述性統計.................................................30
表5 實驗組教材動機量表之描述性統計.................................................33
表6 學習動機差異分析表.........................................................................35
表7 注意力、相關性、信心及滿意度與學習成效間之關連分析表.......36
表8 實驗組及對照組之成績對照表.........................................................37
表9 學習成效檢驗表.................................................................................38
表10 玩家遊戲時間及得分表...................................................................40
表11 遊戲時間與得分分析表...................................................................41
表12 經驗與遊戲時間分析表...................................................................42
表13 玩家經驗與遊戲時間分析表...........................................................42
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