(35.175.212.130) 您好!臺灣時間:2021/05/18 04:37
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:黃珮婍
研究生(外文):HUANG,PEY-CHYI
論文名稱:數位遊戲式學習對八年級學生英語 學習態度與問題解決能力之影響
論文名稱(外文):The Effect of Digital Game-Based Learning on English Learning Attitudes and ProblemSolving Skills of the Eighth Graders
指導教授:謝智玲謝智玲引用關係
指導教授(外文):HSIEH,CHIH-LING
口試委員:林啟超黃鈴玲
口試委員(外文):LIN, CHI-CHAUHUANG,LINGLING
口試日期:2017-06-14
學位類別:碩士
校院名稱:大葉大學
系所名稱:教育專業發展研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:165
中文關鍵詞:數位遊戲式學習PaGamO學習態度問題解決能力
外文關鍵詞:digital game-based learningPaGamOEnglish learning attitudesproblem solving skills
相關次數:
  • 被引用被引用:8
  • 點閱點閱:260
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:6
本研究旨在探討數位遊戲式學習對國中生英語學習態度與問題解決能力之影響。採用準實驗設計(quasi-experimental)之不等組
的前測-後測對照組設計(nonequivalent pre-test and post-testcintrol group design)。以新北市美樂蒂國中(化名)八年級兩個班級的學生為研究對象,一個班級為實驗組(30人),於105學年度第二學期以數位遊戲式學習平台(PaGamO)融入每週一節、每節45分鐘的英語領域課程,進行為期10週的「數位遊戲式學習」實驗教學活動,另一組為對照組(32人),則採用傳統式的教學與評量。研究工具為「PaGamO遊戲學習平台」、「英語學習態度量表」與「英語問題解決能力量表」。資料分析採用描述性統計分析、迴歸同質性考驗、單因子共變數分析進行統計處理,並輔以「課程總回饋表」進行實驗組結果之討論。
依資料分析結果,本研究得出以下結論:
一、採數位遊戲式學習之實驗組學生在英語學習態度的「情感」、
「行為」及「認知」三個層面皆顯著優於對照組學生。
二、採數位遊戲式學習之實驗組學生在英語問題解決能力方面顯著
優於對照組學生。
三、學生對於數位遊戲式學習有肯定、正面的看法。
The purpose of the study was to investigate the effect of digital game-based learning on English learning attitudes and problem solving skills of the eighth graders in a junior high school located in New Taipei City. A pre-test-post-test quasi-experimental design was utilized in this study. The particiants were 62 eighth-grade students from two different classes, which were named as experimental group and control group. Thirty students of the experimental group accepted 10-week experimental teaching activities “digital game-based learning” courses, and thirty-two students of the control group maintained traditional teaching and assessment. Measurements applied in this study were “PaGamO game learning platform”, “English Learning Attitude Scale”, and “English Problem Solving Skills Questionnaire”. After finishing the experiment, the data were analyzed by using descriptive statistics, homogeneity of regression , and analysis of covariance (ANCOVA). Moreover, they were suppemented “the curriculum feedback form” to discuss the results of the experimental group.
According to the results of data analysis, this study was caused by the following conclusions:
1. The digital game-based learning could affect students’ learning attitude.
2. The digital game-based learning could improve students’ problem
solving skills.
3. Students had a positive view for the digital game-based learning.
目 錄
封面內頁
簽名頁
中文摘要 iii
英文摘要 iv
致謝辭 vi
目錄 vii
表目錄 ix
圖目錄 x

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 6
第三節 研究問題 6
第四節 名詞釋義 7
第五節 研究範圍與限制 9

第二章 文獻探討 12
第一節 數位遊戲式學習 12
第二節 學習態度 29
第三節 問題解決能力 36
第四節 遊戲式學習與學習態度和問題解決能力之相關研究 47

第三章 研究方法 53
第一節 研究設計、架構與假設 53
第二節 實驗教學的設計與實施 57
第三節 研究對象 61
第四節 研究工具 62
第五節 資料處理與分析 85

第四章 研究結果與討論 87
第一節 數位遊戲式學習對英語學習態度之影響 87
第二節 數位遊戲式學習對問題解決能力之影響 96
第三節 學習意見與課程回饋 99
第四節 綜合討論 104

第五章 結論與建議 107
第一節 研究結論 107
第二節 未來研究方向與建議 109

參考文獻 114
中文部分 114
英文部分 117

附錄一 預試問卷 140
附錄二 正式問卷 148
附錄三 教案設計 155
附錄四 課程總回饋表 165

壹、中文部分
Z世代 你是誰? (2014年10月22日)。經濟日報。取自http://www.bauhinia.org/index.php/zh-HK/analyses/266
石盛文(2015)。探討新媒體素養中遊戲相關技能與PISA問題解
決能力測驗表現之關係(未出版之碩士論文)。國立交通大學,
新竹市。
拓璞產業研究所 ( 2005 )。掌握全球數位內容產業發展趨勢。台北
市 : 拓璞科技股份有限公司。
吳明隆 (2014)。Spss與統計應用分析II。臺北市:五南。
林本源 (2002)。編製中小學學生體育態度量表之研究(未出版之博
士論文)。國立體育學院,桃園市。
林倖妃 (2016)。打破標準 讓學生自主學習。天下雜誌,2016教育
特刊,206-208。
洪國勳(2003)。線上遊戲式學習系統之建置─以科技學習為例
(未出版之碩士論文)。國立臺灣師範大學,臺北市。
孫春在(2014)。遊戲式數位學習。臺北市:高等教育。
時蓉華 (1996)。社會心理學。臺北市:東華。
馬岳琳、程晏鈴 (2016)。數位x教育贏的起點。天下雜誌,2016
教育特刊,95-102。http://terms.naer.edu.tw/detail/1678938/
許孟琪、蔡明昌(2009)。國小教師教育信念及其生命態度關係之
探討。教育心理學報,41(1),91-110。
DOI:10.6251/BEP.20081114
張春興 (2007)。教育心理學:三化取向的理論與實踐。臺北市:
東華書局。
張益勤 (2016)。解析107課綱:翻轉教育最後一哩路。親子天下,
78,70-75。
張瀞文(2016)。107課綱暫緩 影響了什麼。親子天下,76,98-101。
教育部 (2003)。國民中小學九年一貫課程綱要。臺北市:教育部。
教育部 (2014)。十二年國民基本教育課程綱要總綱。臺北市:教育部。
陳恒毅、薛雅芳(2015)。以補救教學觀點探討提升國中學生英語
能力之因應管理之道評估之研究。危機管理學刊,12(1),45-54。
陳彩蓉、洪英志 (2012)。數位遊戲學習系統對微積分學習成效之影
響。數理學科教學知能,3,43-54。doi:10.6614/pck.2012.3.43
陳雪華(2012)。數位內容產業。 取自:國家教育研究院雙語詞
彙、學術名詞暨辭書資訊網
黃茂在、陳文典 (2004)。「問題解決」的能力。科學教育月刊,273,
21-41。
經濟部工業局(2011)。遊戲軟體分級查詢網。2011年10月 19
日取自 http://www.gamerating.org.tw/gsgi_way.php
經濟部工業局 ( 2015 )。數位內容產業推動服務網。 取自:
http://www.dcipo.org.tw/
詹秀美、吳武典 (2007)。新編問題解決能力測驗指導手冊。臺北市:
心理出版社。
趙貞怡、許莉芬 (2011)。錯別字矯正遊戲式數位學習教材設計與
學習成效初探—以會意字為例。國民教育,51 ( 6),100-109。
蔡松男(2008)。問題導向式與電腦遊戲式教學策略對於國小學生
電腦課之學習動機與推理能力成效之研究(未出版之碩士論文)。
國立臺中教育大學,臺中市。
鄭伯壎(編譯)(1994)。消費者心理學。臺北市:大洋。
蕭揚基、張鳳琴(2012)。創意教學對國中二年級學生英語學習焦
慮的影響之初探。大葉大學通識教育學報,(10),71-93。
顏孟賢、謝伯欣、林亭汝 (2013)。台灣數位內容產業之關鍵發展
因素研究: 以數位遊戲為例。科技管理學刊,18(4),1-28。
龔心怡、李靜儀(2016)。應用Bronfenbrenner之生態系統取向探
究臺灣國中學生英語學習成就之影響因素。教育實踐與研究,
29(1),35-66。
貳、英文部分
Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in
history education: A mobile game in and about medieval
Amsterdam. Computers & Education, 52, 449–459.
Aldrich, C. (2004). Simulations and the future of learning. New York:
Pfeiffer.
Aleem, S., Capretz, L.F., & Ahmed, F. (2016). A Digital Game Maturity Model (DGMM). Entertainment Computing, 17, 55–73.
Alexander,J. (2009). Gaming, student literacies, and the composition
classroom: Some possibilities for transformation. College
Composition and Communication, 61(1), 35–63.
Algeo, J., & Butcher, C. A. (2013). The origins and development of the
English language (7th ed.). Singapore: Cengage Learning.
Amory, A. (2006). Game object model version II: A theoretical
framework for educational game development. Educational
Technology Research and Development, 54, 1–27.
Asgari, M., & Kaufman, D. (2004). Relationships among computer
games, fantasy, and learning. In : International Conferences on
Imagination and Education 2004 2nd International Conference on
Imagination in Education. Vancouver, BC.
Assael, H. (1968). The Political Role of Trade Associations in
Distributive Conflict Resolution, Journal of Marketing,
38, 21-28.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning.
New York: Gruneand stratton.
Azevedo, R. (2007). Understanding the complex nature of self-
regulatory processes in learning with computer-based learning
environments: an introduction. Metacognition and Learning, 2(2-
3), 57-65.
Açıkgöz Ün, K. (2007). Effective Learning ang Teaching. (7th.ed.).
(Etkili Öğrenme ve Öğretim). Bilis Publishing (Biliş Yayınları)
Ağır, M.(2007).Üniversite Öğrencilerinin Bilişsel Çarpıtma Düzeyleri
İle Problem Çözme Becerileri ve Umutsuzluk Düzeyleri
Arasındaki İlişki, Yayınlanmamış Doktora Tezi, İstanbul
Üniversitesi Sosyal Bilimler Enstitüsü.
Baykul, Y. (2001). Mathematics teaching in elementary education for
1st-5th grades. Ankara, Turkey: PegemA Publishing.
Bagozzi, R. P., & Burnkrant, R. E. (1979). Attitude organization and
the attitude-behavior relationship. Journal of Personality and
Social Psychology, 37, 913-929.
Bagozzi, R. P., & Burnkrant, R. E. (1985). Attitude organization and the
attitude-behaviour relationship: A reply to Dillon and Kumar.
Journal of Personality & Social Psychology, 49, 47-57.
Bayliss, J. D. (2007). The effects of games in CS1-3. In proceedings of
microsoft academic days conference on game development in
computer science education , 59-63.
Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013).
Assessment in and of serious games: An overview. Advances in
Human-Computer Interaction, 2013,1-11. Retrieved from
http://dx.doi.org/10.1155/2013/136864
Bilen, M. (1993). Plandan uygulamaya őğretim. Ankara:Takav
matbaacılık.
Bingham, A.(1998). Çocuklarda Problem Çözme Yeteneklerinin
Geliştirilmesi, İngilizceden Çeviren: A. Ferhan Oğuzkan. Milli
Eğitim Basımevi, İstanbul.
Blumberg, F. C., Almonte, D. E., Anthony, J. S., & Hashimoto, N.
(2012). Serious games: What are they? What do they do? Why
should we play them? The Oxford handbook of media psychology,
334-351. http://dx.doi.org/10.1093/oxfordhb/
Boonrangsri, K., Chuaymankhong, D., Rermyindee, N., &
Vongchittpinyo, N. (2004). The attitude towards English
language learning of the Students in vocational certificate level
under c urriculum in 2002. A Case Study of Ayutthaya Technical
College studied by Naresuan University, Thailand.
Bransford, J., & Stein, B. S. (1984). The IDEAL problem solver: A guide for improving thinking, learning, and creativity. New York, NY: W. H. Freeman.
Bransford, J. D., Sherwood, R., Vye, N., & Rieser, J. (1986). Teaching
thinking and problem solving. American Psychologist, 1078-1089.
Breckler, S. J. (1984). Empirical validation of affect, behavior, and
cognition as distinct components of attitude. Journal of Personality
and Social Psychology, 47, 1191-1205.
Brown, H. D. (2000). Principles of language learning and teaching.
(4th ed). Addison Wesley Longman, New York.
Brooks, D. W., Nolan, D. E., & Gallagher, S. M. (2001). Web-teaching:
A guide to designing interactive teaching for the World Wide Web.
NY, New York: Plenum Publishing Corporation.
Burger, M. J.(2006). Kişilik. Kaknüs Yayınları. Basım. İstanbul.
Burke, L., & Joanne M. Williams (2008). Developing young thinkers:
An intervention aimed to enhance children’s thinking skills.
Thinking Skills and Creativity , 3, 104-124.
Buelow, M. T., Okdie, B. M., & Cooper, A. B. (2015). The influence of video games on executive functions in college students.
Computers in Human Behavior, 45, 228-234.
Carr, D., David, B., Andrew, B., & Gareth, S. (2006). Computer   
games: Text, narrative and play. Cambridge, London: Polity Press.
Chan, S. M., & Wu, W. T. (2007). New problem solving ability test.
Taipei, TW: Psychological Publishing Press.
Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding
game-based problem-solving phase into problem-posing system
for mathematics learning. Computers & Education, 58(2), 775–786.
Chen, C. M. (2009). Personalized e-learning system with self-  
  regulated learning assisted mechanisms for promoting learning
performance. Expert Systems with Applications, 36(5), 8816-8829.
Chen, C., & Chen, C. (2009). Mobile formative assessment tool based
on data mining techniques for supporting web-based learning.
Computers & Education, 52(1), 256–273.
Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering
approach to developing mindtools for context-aware ubiquitous
learning. Computers & Education, 54(1), 289–297.
Clark, D. B., Virk, S. S., Barnes, J., & Adams, D. M. (2016). Self-
explanation and digital games: Adaptively increasing abstraction.
Computers & Education, 103, 28-43.
Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects
(pp. 295-321). Mahwah, NJ: Routledge, Taylor and Francis.
Conger, R. D., Reuter, M. A., and Elder, G. H. (1999). Couple
Resilience To Economic Pressure. Journal of Personality And
Social Psychology, 76, 54-71.
Covington, M. V. (1985). The motive for self-worth. In R. Ames, & C.
Ames (Eds.), Research on motivation in education: Student
motivation (Vol. 1, pp. 77-113). San Diego, CA: Academic Press.
Crawford, C. (1982). The Art of computer game design. Vancouver,
WA: Washington State University.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San
Francisco, CA: Jossey-Bass Publishers.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal
experience. New York: Harper-Perennial.
Csikszentmihalyi, M. (1997). Finding flow: The psychology of
engagement with everyday life. The masterminds series. New York:
Basic Books.
Çetin, Ş.(2006). Establish of the professsion of teaching attitude scale
(The Study for Validity and Confidence). G.U. Journal of
Industrial Arts Faculty( G.Ü.Endüstriyel Sanatlar Fakültesi
Dergisi),18,28-37.
Deater-Deckard, K., Chang, M., & Evans, M. E. (2013). Engagement
states and learning from educational games. New Directions for
Child and Adolescent Development, 139, 21–30.
De Bot, K., Lowie, W.,& Verspoor, M. (2005). Second language
acquisition: An advanced resource book. London,UK: Routledge.
De Castell, S., & Jenson, J. (2003). Serious play. Journal of
Curriculum Studies, 35(6), 649–666.
De Corte, E., Depaepe, F., & Verschaffel, L. (2007). Investigating
social and individual aspects in teacher’s approaches to
mathematical problem solving. In D. K. Pugalee, A. Rogerson, &
A. Schinck (Eds.), Proceedings of the Ninth International
Conference of the Mathematics Education into the 21st Century
Project: Mathematics education in a global community (pp. 144-
148). Charlotte, USA: The University of North Carolina.
de Freitas, S. (2006). Learning in immersive worlds: A review of  
  game-based learning. London, UK: Joint Information Systems
  Committee.
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery
learning with computer simulations of conceptual domains.
Review of Educational Research, 68(2), 179–201.
Dickey, M. D. (2006). Game design narrative for learning:
Appropriating adventure game design narrative devices and
techniques for the design of interactive learning environments.
Educational Technology Research and Development, 54(3), 245–263.
Dondi, C., & Moretti, M. (2007). A methodological proposal for
learning games selection and quality assessment. British Journal
of Educational Technology, 38(3), 502–512.
Dorji, U., Panjaburee, P., & Srisawasdi, N. (2015). A learning cycle
approach to developing educational computer game for improving
students' learning and awareness in electric energy consumption
and conservation. Educational Technology and Society, 18(1),
91-105.
Duncker, K. (1945). On problem solving. Psychological Monographs, 58,
i-113. doi:10.1037/h0093599
D'Zurilla, T. J., & Nezu, A. M. (1982). Social problem-solving in
adults. In P. C. Kendall (Ed.), Advances in cognitive-behavioral
research and therapy(Vol,1, pp.201-274). New York: Academic Press.
Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes.
Orlando, FL: Harcourt Brace Jovanovich College Publishers.
Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information,
communications, and technology (ICT) skills curriculum based on
the Big6 skills approach to information problem-solving. Library
Media Connection, 28(6), 24–27.
Engeser, S., & Rheinberg, F. (2008). Flow, performance and
moderators of challenge-skill balance. Motivation and Emotion,
32(3), 158–172.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of
instructions and feedback on motivation and learning effectiveness.
Computers & Education, 67, 156-167.
Farr, M. J. (Eds.). Aptitude, learning, and instruction. Conative and
Affective Process Analyses (Vol. 3, pp. 223–253). Hillsdale, NJ:
Lawrence Erlbaum.
Faux, F., McFarlane, A., Roche, N., & Facer, K. (2006). Learning with
handheld technologies: A handbook from Futurelab. Bristol, UK:
Futurelab.
Fazio, R. H., & Zanna, M. P. (1981). Direct experience and attitude-
behavior consistency. In L. Berkowitz (Ed.), Advances in
experimental social psychology (Vol. 14, pp. 161-202). New York:
Academic Press.
Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention, and Behavior:
An introduction to theory and research. Reading, MA: Addison-Wesley.
Gagne′ E.D. (1985). The cognitive psychology of school learning, Boston,
MA:Lettle, Brown and Company.
Gagne, R.M. (1980). The conditions of learning. New York: Holt,
Rinehart, & Winston.
Gardner, H. (1983). Frames of mind: Theory of multiple intelligences.
New York: Basic Book Inc.
Gardner, R. C. (1985). Social psychology and second language
learning: The Role of Attitudes and Motivation, Edward Arnold,
London.
Gee, J. P. (2005). Learning by design: Good video games as learning
machines. ELearning, 2(1), 5–16.
Gee, J. P. (2005). What would a state of the art instructional video
game look like? Innovate: Journal of Online Education: Vol. 1: Iss.
6, Article 1.
Gee, J.P. (2007). Good video games + good learning: Collected essays
on video games, learning, and literacy. New York, NY: Peter Lang.
Gee, J. P. (2008). Game-like learning: An example of situated learning
and implications for opportunity to learn. In assessment, equity,
and opportunity to learn (pp. 200-221). New York, NY: Cambridge University Press. DOI: 10.1017/CBO9780511802157.009
Gros, B. (2007). Digital games in education: the design of games based
learning environments. Journal of Research on Technology in
Education, 40(1), 23–38.
Gunter, G. A., Kenny, R. F., & Vick, E. H. (2007, October). Taking
educational games seriously: Using the RETAIN model to design
endogenous fantasy into standalone educational games.
Educational Technology Research and Development, 56, 511-537.
Retrieved June 2, 2007, from http://www.springerlink.com/
content/n48153w225r37144/fulltext.pdf
Hall, A. C. (2011). Gaming as a literacy practice. (Unpublished
doctoral dissertation). Virginia Polytechnic Institute and State
University, Falls Church, Virginia.
Hays, R. T. (2005). The effectiveness of instructional games: A
literature review and discussion. Technical report 2005-004. Orlando, FL: Naval Air Warfare Center, Training Systems
Division.
Heppner, P.P. & Peterson, C.H. (1982). The development and
implications of a personel problem solving inventory. Journal of
Counseling Psychology, 29, 66-75.
Heppner, P.P.,Witty, T. E.,& Dixon, W.A. (2004) Problem-solving
appraisal and human adjusment: A rewiev of 20 years of research
using the problem solving inventory. The Counselling Psychologist, 32
(3), 344-428.
Hoffman, D., & Novak, T. P. (1996). Marketing in hypermedia
computer-mediated environments: Conceptual foundations.
Journal of Marketing, 60, 50 –68.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based
mobile learning approach to improving the learning attitudes and
achievements of students. Computers & Education, 56, 1023-
1031. doi:10.1016/j.compedu.2010.12.002
Ibnian, S.S. (2012). Group work and attitudes of non-English major
students towards leaning EFL [Special issue]. International
Journal of Humanities and Social Science, 2(4),192-197.
Jawhara Tak (1995). Problem solving and creative thinking in education.
New York: Oxford University Press language.
Jenkins, H. (2009). Confronting the challenges of participatory culture:
Media education for the 21st century. Cambridge, MA: MIT Press.
Jonassen, D. H. (2000). Toward a design theory of problem solving.
Educational Technology Research and Development, 48(4), 63–85.
Jonassen, D. H. (2003). Using cognitive tools to represent problems.
Journal of Research on Technology in Education, 35(3), 362-381.
Jonassen, D. H. (2004). Learning to solve problems: An instructional
  design guide. San Francisco, CA: John Wiley & Sons.
Johnson, S. D. (1987). Teaching problem solving. School Shop, 46(7),
15-17.
Juul, J. (2003). The game, the player, the world: looking for a heart of
gameness. In Level up: Digital games research conference
proceedings (Vol. 120, p. 121). Utrecht, Holland: Utrecht Univ.
Kapp, K. M. (2007). Gadgets, games, and gizmos for learning: Tools
and techniques for transferring know-how from boomers to gamers.
Hoboken, NJ: Pfeiffer.
Kara, A. (2010). The development of the scale of attitudes towards
learning. Elektronic Journal of Social Sciences , 32 (9), 049- 062.
Kara, A. (2010). The analysis of the education student’s attutudes
towards learning. 1st National Congress of Education Programs
and Teaching, 13-15 May, Balıkesir University (I. Ulusal Eğitim
Programları ve Öğretim Kongresi, 13-15 Mayıs, Balıkesir Üniversitesi).
Karabacaka, K., Nalbanta, D., & Topçuoğlua, P. ( 2015 ). Examination
of teacher candidates’ problem solving skills according to several
variables. Social and Behavioral Sciences ,174, 3063-3071
Karaman, S., (2011). Nurses’ perceptions of online continuing education.
BioMed Central Medical Education,11(1), 86. doi:10.1186/1472-6920-11-86
Kasvi, J. (2000). Not just fun and games-internet games as a training
medium. Cosiga-Learning With Computing Simulation, 22-33.
Kiili, K. (2007). Foundation for problem-based gaming. British  
  Journal of Educational Technology, 38(3), 394–404.
Klawe, M. (2000). The effective design and use of educational
computer games. Retrieved June 3, 2008, from
http://www.learninglab.org.uk/asp/videodetails.asp?ses=&videoID=2.
Lajoie, S. P., & Derry, S. J. (2013). Computers as cognitive tools. New
York, NY:Routledge.
Latchanna, G. & Dagnew, A. (June 2009). Attitude of teachers towards
the use of active learning methods. E-journal of All India
Association for Educational Research, 21(1). Retrieved from
http://www.ejournal.aiaer.net/vol21109/12.%20Latchana%20
&%20Dagnew.pdf
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral
participation. Cambridge,England: Cambridge University Press.
Lee, C. Y., & Chen, M. P. (2009). A computer game as a context for
non-routine mathematical problem solving: the effects of type of
question prompt and level of prior knowledge. Computers &
Education, 52, 530–542.
Lee, L. (2004). Learners’ perspectives on networked collaborative
interaction with native speakers of Spanish in the US. Language
Learning & Technology, 8(1), 83-100.
Lewis, M. C., & Massingill, B. (2006). Graphical game development in
CS2: A flexible infrastructure for a semester long project. In
Proceedings of the 37th SIGCSE Technical Symposium on
Computer Science Education (pp. 505–509). New York, NY:ACM.
Liaw, S.S., Huang, H.M. & Chen, G.D. (2007). An activity-
theoretical approach to investigate learners factors toward e-
learning systems, Computers in Human Behavior, 23,1906-1920.
Liaw, S.S., Huang.H.M., & Chen,G.D. (2007). Surveying instructor
and learner attitudes toward elearning. Computer & Education,
49(7), 1066-1080.
Linhart, J. (1976). Činnost a poznávání. Academia. Praha.
Liu, X., Li, Y., Pan, P., & Li, W. (2011). Research on computer-aided
creative design platform based on creativity model. Journal of
Expert Systems with Applications, 38(8), 9973-9990.
Magnussen, R., & Misfeldt, M. (2004, December). Player
transformation of educational multiplayer games. Paper presented
at the meeting of Other Players conference, Copenhagen, Denmark.
Mayes, R. (1998). ACT in algebra: Student attitude and belief.
International Journal of Computer Algebra in Mathematics
Education, 5(1), 3-13.
Mayer, R. E. & M. C. Wittrock (1996). Problem solving transfer, in R.
Calfee, R. Berliner (Eds.), Handbook of Educational Psychology,
Macmillan, New York, 47–62.
Mayer, R. E., & Anderson, R. B. (1992). The instructive animation:
helping students build connections between words and pictures in
multimedia learning. Journal of Educational Psychology, 84(4),
444-451.
McGregor, D. (2007). Developing thinking, developing learning. A
guide to thinking skills in education. Berkshire, England: Open
University Press.
McLeod, D. B. (1992). Research on affect in mathematics education: a
reconceptualisation. In D. A. Grouws (Ed.), Handbook of research
on mathematics teaching and learning (pp. 575-596). New York:
MacMillan.
Mcloughlin, C. (2002). Learner support in distance and networked
learning environments: Ten dimensions for successful design.
Distance Education, 23(2), 149-162.
Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video
games for learning: A review of the literature. London, UK:
Learning and Skills Development Agency.
Mohamad, J. Z. A., Majid, P.M., & Hanan, A. (2012). EFL students’
attitudes towards learning English language: The case of
libyan secondary school students, Asian Social Science, 8(2),
119-134.
Montano, D., & Kasprzyk, D. (2008) The theory of reasoned action,
the theory of planned behavior, and the integrated behavioral
model. In K. M. Glanz, B. K. Rimer, & K. Viswanath (Eds.),
Health behaviors and health education: Theory, research and practice (4th ed., pp. 67-96) San Francisco, CA: Jossey-Bass.
Morgan, C. T (1995). Psikolojiye Giriş(Çev. H. Arıcı vd.) 11. Baskı.
Ankara: Hacettepe Üniversitesi Psikoloji Bölümü Yayınları.

Myers, D. G. (1993). An attitude of gratitude. The Banner, 14-15.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In
C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology
(pp. 89-105). Oxford, England: Oxford University Press.
Newzoo Game Market Research. (2015, May 18). Global Report: U.S.
and China take half of $113 bn game market in 2018. Retrieved
from http://www.newzoo. com/insights/us-and-china-take-half-of-
113bn-games-market-in-2018/
Nguyen, H. T. M. (2011). Primary English language education policy in
Vietnam: Insights from implementation. Current Issues in Language
Planning, 12(2), 225-249.
Nussbaum, M., & Beserra, V. d. S. (2014, July). Educational videogame
design. Paper presented at the Advanced learning technologies
(ICALT), 2014 IEEE 14th international conference, pp.351-356.
Athens, Greece. doi : 10.1109/ICALT.2014.9
Oblinger, D. G. (2004). The next generation of educational engagement.
Journal of Interactive Media in Education, 8, 1-18.
OECD. (2003). The PISA 2003 assessment framework: Mathematics, reading, science and problem-solving knowledge and skills. Retrieved from http://www.oecd.org/edu/preschoolandschool/
programmeforinternationalstudentasses smentpisa/33694881.pdf
OECD. (2010). PISA 2012 field trial problem-solving framework. Accessed. Retrieved from http://www.oecd.org/pisa/pisaproducts/
46962005.pdf
OECD. (2014). PISA 2012 Results: Creative problem Solving:
Students’ skills in tackling real-life problems (Vol. 5). Paris:
OECD Publishing. Retrieved from http://dx.doi.org/10.1787/
9789264208070-en.
Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students’
mathematics-related beliefs. Beliefs: A hidden variable in
mathematics education?, 31,13-37. doi:10.1007/0-306-47958-3_2
Ozcelik, E., Cagiltay, N. E., & Ozcelik, N. S. (2013). The effect of
uncertainty on learning in game-like environments. Computers &
Education, 67, 12–20.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic
emotions in students’ self-regulated learning and achievement: A
program of qualitative and quantitative research. Educational
Psychologist, 37(2), 91–105.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning
up a messy construct. Review of Educational Research, 62(3), 307-32.

Papastergiou, M. (2009). Exploring the potential of computerand
video games for health and physical education: A literature review.
Computers& Education, 53(3), 603–622.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P.
(2011). Measuring emotions in students’ learning and
performance: The achievement emotions questionnaire (aeq).
Contemporary Educational Psychology, 36(1), 36–48.
Pekrun, R., & Stephens, E. J. (2012). Academic emotions. In K. R.
Harris, S. Graham, T. Urdan, J. M. Royer, & M. Zeidner (Eds.),
Individual differences and cultural and contextual factors: Vol. 2.
APA educational psychology handbook (pp. 3–31). Washington,
DC, US: American Psychological Association.
Polya, G. (1945). How to solve it: A new aspect of mathematical
method. Princeton, NJ: Princeton University Press.
Polya, G. (1957). How to solve it: A new aspect of mechanical method
(2nd ed.). Garden City, NJ: Doubleday.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the
horizon, 9(5), 1-6.
Prensky, M (2001). Digital Game-Based Learning. St. Paul, Minnesota:
Paragon House.
Qian, M. & Clark, K. R. (2016). Game-based Learning and 21st
century skills: A review of recent research. Computers in Human
Behavior, 63, 50-58.
Reid, N. (2003). Getting started in pedagogical research in the physical
sciences. LTSN Physical Sciences Centre, University of Hull,
Hull. Retrieved from:http://hlst.ltsn.ac.uk/assets/ps/documents/
practice_guides/ps0076_getting_sarted_in_pedagogic_research_
in_the_physical_sciences_aug_2004.pdf
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in
language teaching (2nd ed.). Cambridge, UK: Cambridge University
Press.
Ritterfeld, U., & Weber, R. (2006). Video games for entertainment and
education. In P. V. J. Bryant (Ed.), Playing video games: Motives,
responses, and consequences (pp. 399– 413). Mahwah, NJ, US:
Lawrence Erlbaum Associates Publishers.
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective, and
behavioral components of attitudes. In C. I. Hovland & M. J.
Rosenberg (Eds.), Attitude organization and change (pp. 1-14).
New Haven, CT: Yale University Press.
Robinson, W.R. (2003). Chemistry problem solving: Symbol, macro,
micro, and process aspects. Journal of Chemical Education, 80 (9),
978-979.
Ruscio, A. M., & Amabile, T. M. (1999). Effects of instructional style
on problemsolving creativity. Creativity Research Journal, 12,
251-266.
Sabatino, L. (2014). Improving writing literacies through digital
gaming literacies: Facebook gaming in the composition
classroom. Computers and Composition, 32, 41–53.
Schaaf, R. (2012). Does digital game-based learning improve student time-
on-task behavior and engagement in comparison to alternative
instructional strategies? Canadian Journal of Action Research, 13(1),
50-64.
Şenay Şen, H. ( 2013 ). The attitudes of university students towards
learning. Social and Behavioral Sciences, 83, 947 – 953.
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video
games and the future of learning. Phi Delta Kappan, 87(2), 105-111.
Shrigley, R. L. (1990). Attitude and behavior are correlates. Journal of
Research in Science Teaching, 27(2), 97-113.
Shute, V. J. (2011). Stealth assessment in computer-based games to
support learning. In S. Tobias, & J. D. Fletcher (Eds.), Computer
games and instruction(pp.503-524). Charlotte, NC: Information Age Publishers.
Shute, V. J., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63,106-117.
Sitti, S. , Sopeerak, S., & Sompong, N. (2013). Development of
instructional model based on connectivism learning theory to
enhance problem-solving skill in ICT for daily life of higher
education students. Social and Behavioral Sciences, 103, 315-322.
Smith, A.N. (1971). The importance of attitude in foreign language
learning. Modern Language Journal, 55(2), 83-88.
Spires, H. A., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem
solving and game-based learning: Effects of middle grade students’
hypothesis testing strategies on learning outcomes. Journal of
Educational Computing Research, 44(4), 453–472.
Squire, K. (2005). Game-based learning: Present and future of state of
the field. Retrieved August 20, 2007 from http://www.masie.com/
xlearn/Game-Based_Learning.pdf
Squire, K. (2005). Changing the game: What happens when video
games enter the classroom? Innovate: Journal of Online Education,
Vol. 1 : Iss. 6 , Article 5.
Squire, K. (2011). Video games and Learning: Teaching and participatory
culture in the digital age. New York, NY: Teachers College Press.
Sternberg, R. J. (1988). The nature of creativity: Contemporary Psychological
perspectives. Cambridge , New York : Cambridge University Press.
Stewart, J., Bleumers, L., Van Looy, J., Mari€en, I., All, A., Schurmans,
D., et al. (2013). In The potential of digital games for empowerment
and social inclusion of groups at risk of social and economic exclusion:
Evidence and opportunity for policy. European Commission Joint
Research Centre Institute for Prospective Technological Studies.
Seville, Spain: the European Union. doi: 10.2791/88148
SUPERDATA Digital Good Measurement Blog, (2015, November 24).
Worldwide digital games market, Retrieved from:https://www.superdataresearch.com/ blog/us-digital-games-market/
Sung, Y. T., Chang, K. E., & Lee, M. D. (2008). Designing multimedia
games for young children’s taxonomic concept development.
Computers & Education, 50(3), 1037–1051.
Sykes, J. (2006). Affective gaming: Advancing the argument for game-
based learning. In M. Pivec (Ed.), Affective and emotional aspects
of human-computer interaction: Game-based and innovative
learning approaches (pp. 3–7). Amsterdam, Netherland: IOS Press.
Taconis, R., Ferguson-Hessler,& Broekkamp, H. (2000). Science
teaching problem solving: An overview of experimental work.
Journal of Research in Science Teaching. 38 (4), 442-468.
Tang, S., Hanneghan, M., & El Rhalibi, A. (2009). Introduction to
games-based learning. In T. M. Connolly, M. H. Stansfield, & E.
Boyle (Eds.), Games-based learning advancement for multisensory
human computer Interfaces: Techniques and effective practices.
Hershey: Idea-Group Publishing, ISBN 978-1-60566- 360-9.
Tan, J., & Biswas, G. (2007). Simulation-based game learning
environments: Building and sustaining a fish tank. In Proceedings
Of the First IEEE International Workshop on Digital Game and
Intelligent Toy Enhanced Learning (pp. 73–80).
The Longman Dictionary of Contemporary English, (2001). Pearson
Educational Limited, Edinburgh Gate, Harlow Essex CM 20 JE, UK.
Thurstone, L. L. , & Chave, E. J.(1929). The measurement of attitude.
Chicago, IL:University of Chicago Press.
Triandis, H. C. (1971). Attitude and attitude change. New York: Wiley.
Vandewaetere, M., & Desmet, P. (2009). Introducing psychometrical
validation of questionnaires in CALL research: The case of
measuring attitude towards CALL. Computer Assisted Language
Learning, 22, 349–380. Retrieved from http://dx.doi.org/10.1080/
09588220903186547
Van Eck, R. (2012). 21st century skills and games based learning.
Retrieved from http://www.games-based learning.com/2012/11/
21st-century-skills-and-games-based.html.
Vygotsky, L. S. (1978). Mind in society: The development of higher
mental processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1987). Thinking and speech (N. Minick, Trans.). In R.
W. Rieber & A. S. Carton (Eds.), The collected works of L. S.
Vygotsky: Vol. 1. Problems of general psychology (pp.39-285).
New York, NY: Plenum Press.
Watson, M.W. (2002). Theories of Human Development. The Teaching
Company Limited Partnership. Retrieved from http://
www.teachersyndicate.com/documents/oct_2010/TTC%20
Guidebooks/Theories%20of%20Human%20Development.pdf
Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S.,
Estock, J. L., . . . Conkey, C. (2009). Relationships between game
attributes and learning outcomes: Review and research proposals.
Simulation & Gaming, 40(2), 217-266.
Winn, W. (2002). Current trends in educational technology research: The study of learning environments. Educational Psychology
Review, 14, 331–351.
Woodward, J., Carnine, D., & Gersten, R. (1988). Teaching problem
solving through computer simulations. American Educational
Research Journal, 25(1), 72–86.
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek,
E. D. (2013). A meta-analysis of the cognitive and motivational
effects of serious games. Journal of Educational Psychology, 105,
249-265. Retrieved from http://dx.doi.org/10.1037/a0031311.
Wozniak R. H. (1996). Qu'est-ce que l'intelligence? Piaget, Vygotsky
and the 1920 crises in psychology. In, A. Tryphon & J. Voneche
(Eds.) Piaget-Vygotsky: The Social Genesis of Though. Ontario,
Canada: Psychology Press.
Yang, J. C., Chien, K. H., & Liu, T. C. (2012). A digital game-based
learning system for energy education: An energy conservation pet.
The Turkish Online Journal of Educational Technology, 11(2), 27-37.
Yenice, N., Ozden, B.,& Evren, B. ( 2012 ). Examining of problem
solving skills according to different variables for science teachers
candidates. Social and Behavioral Sciences, 46, 3880-3884.
Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, & G., Lai, B.
(2012). Our princess is in anothercastle: A review of trends in
serious gaming for education. Review of Educational Research,
82, 61-89.
Zhong, N., Wang, Y. , & Chiew, V. (2010). On the cognitive process
of human problem solving. Cognitive Systems Research 11, 81-92.


電子全文 電子全文(網際網路公開日期:20220622)
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 資訊融入專題導向學習對國小學生自然科學習態度與問題解決能力之影響
2. Scratch程式設計對六年級學童邏輯推理能力、問題解決能力及創造力的影響
3. 視覺化程式設計對國小兒童高層次思考能力之影響
4. 專題學習對國小六年級學生在社會領域學習效果之影響
5. WebQuest學習管理系統設計及對國小學生問題解決能力與學習態度之影響
6. 數位遊戲式學習對國中生學習動機、問題解決能力與學科成就之影響
7. 網路知識分類標籤輔助主題探究學習對於國小學童問題解決能力之影響
8. 專題導向式學習對問題解決能力與學習態度影響之初探 - 以「具影像傳輸之無線遙控車製作」為例
9. 專題導向學習對國小高年級學生自然與生活科技 領域學習態度與問題解決能力之研究 -以我們「視」新聞網站為例
10. 以專題學習實施於戶外教育課程對提升國小學童問題解決能力之行動研究
11. 數位遊戲式學習對於輔助學生自然與生活科技領域之學習成效與學習態度之研究
12. 數位遊戲式學習對四年級社會科學習動機與問題解決能力之影響
13. 專題導向學習應用於JAVA程式設計課程對科技大學學生問題解決能力與學習態度之影響
14. 樂高機器人融入專題式導向學習於大學生程式設計課程之學習成效、態度與問題解決能力之研究
15. 數位遊戲式合作學習對國小數學科學習成效之影響:以因數與倍數單元為例
 
無相關點閱論文