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研究生:張書豪
研究生(外文):Chang, Shu-Hao
論文名稱:探索學習模式與提示策略對國中生英語生字與閱讀擴增實境學習成效與動機之影響
論文名稱(外文):Effects of Type of Game-Based Inquiry Learning and Prompting Strategy on Junior High School Students’ Performance and Motivation in Learning of English Vocabulary and Reading through Augmented Reality Digital Game
指導教授:陳明溥陳明溥引用關係
指導教授(外文):Chen, Ming-Puu
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育研究所
學門:教育學門
學類:專業科目教育學類
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:157
中文關鍵詞:英語閱讀理解擴增實境探索學習模式提示策略5E學習環
外文關鍵詞:English reading comprehensionAugmented Realityinquiry-based learningprompt strategies5E learning cycle
相關次數:
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本研究旨在探討探索學習模式(循環式個別探索、階段式整合探索)及提示策略(文字提示、雙碼提示)對於學習者在擴增實境學習環境中,英語單字及閱讀的學習成效與學習動機之影響。本研究的對象為八年級學生,採因子設計之準實驗研究法,自變項為「探索學習模式」及「提示策略」,有效樣本107人。探索學習模式依照探索方式區分為「循環式個別探索」及「階段式整合探索」;提示策略則依照提示資訊的差異分為「文字提示」及「雙碼提示」。依變項為英語閱讀之學習成效(生字理解、閱讀應用)及學習動機(價值面向、期望面向)。
研究發現:在學習成效方面,(1)就生字理解而言,雙碼提示組的生字理解表現優於文字提示組、探索學習二組在生字理解則無顯著差異;(2)就閱讀應用而言,循環式個別探索組的閱讀應用表現優於階段式整合探索組、提示策略二組在閱讀應用則無顯著差異。在學習動機方面,(3)各實驗組對學習活動皆抱持正向的學習動機,其中文字提示組的學習者有較高的參與動機表現。
The purpose of this study was to investigate the effects of type of game-based inquiry learning and prompting strategy on junior high school students’ performance and motivation in learning English vocabulary and reading through Augmented Reality digital game. A quasi-experimental design was employed and the independent variables were type of game-based inquiry learning and prompting strategies. While the type of game-based inquiry learning consisted of the recycling individual exploration and the stage integrated exploration, the prompting strategies were the text prompt and the dual-code prompt. The dependent variables included the students’ learning performance and motivation. The participants were 107 eighth graders and the effective sample size was 107.
The results revealed that: (a) the dual-code prompt group outperformed the text prompt group on the performance of vocabulary comprehension; (b) the recycling individual exploration group outperformed the stage integrated exploration group on the performance of reading application; and (c) as for learning motivation, participants showed positive motivation toward the employed prompt strategies and the text prompt group revealed higher degree of motivation in comparison with the dual-code prompt group.
摘要 i
誌謝 iii
目錄 iv
附表目錄 vi
附圖目錄 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 4
第三節 研究範圍與限制 5
第四節 重要名詞釋義 7
第二章 文獻探討 10
第一節 閱讀與閱讀理解 10
第二節 數位學習 15
第三節 5E學習環與探索學習模式 20
第四節 提示策略 26
第三章 研究方法 30
第一節 研究對象 30
第二節 研究設計 31
第三節 實驗流程 61
第四節 研究工具 63
第五節 資料處理與分析 67
第四章 結果與討論 73
第一節 英語閱讀學習成效分析 73
第二節 英語學習動機分析 79
第五章 結論與建議 91
第一節 結論 91
第二節 建議 94
參考文獻 97
中文部分 97
英文部分 100
附 錄 107
附錄一 循環式個別探索組學習單 108
附錄二 階段式整合探索組學習單 131
附錄三 英語閱讀學習成效測驗 152
附錄四 英語學習動機 157
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