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研究生:莊竣凱
研究生(外文):CHUANG, CHUN-KAI
論文名稱:數位資訊判準遊戲對國小學童自然科學習成效之影響
論文名稱(外文):Impacts of Digital Information-committeeed Game on Elementary School Students’ Science Learning
指導教授:陳志鴻陳志鴻引用關係
指導教授(外文):CHEN,CHIH-HUNG
口試委員:楊凱翔孔崇旭
口試委員(外文):YANG,KAI-HSIANGKOONG,CHORNG-SHIUH
口試日期:2021-05-31
學位類別:碩士
校院名稱:國立臺中教育大學
系所名稱:教師專業碩士學位學程
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:2021
畢業學年度:109
語文別:中文
論文頁數:116
中文關鍵詞:資訊判準數位遊戲式學習角色扮演遊戲
外文關鍵詞:information commitmentsdigital game-based learningRole-playing game
相關次數:
  • 被引用被引用:0
  • 點閱點閱:33
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  • 下載下載:15
  • 收藏至我的研究室書目清單書目收藏:0
在現代生活中,各式各樣的資訊充斥在我們身邊,考驗著閱聽人判斷資訊的能力。當網路使用者在網路上搜尋資訊時,需要一套判斷的標準來評判資訊的正確性及可用性,這樣的標準稱為「資訊判準」。資訊判準與進行科學探究的過程有許多相似之處,都強調分析資料,統整成自身的論點,而遊戲式學習的高互動性,能實踐嘗試錯誤的過程並達到自主學習,使得遊戲式學習成為一項適合實踐探究學習的教學方法。因此本研究以數位遊戲式學習融入資訊判準理論,架構RPG(Role-playing game)遊戲學習系統,運用於國小之天氣課程中,以數位資訊判準遊戲式學習作為實驗組,並以網路探究式學習(WebQuest)作為控制組,以了解不同的教學方式對學生之學習成就、學習動機、批判思考感知與心流狀態之影響。結果發現在學習成就方面,兩組學生無顯著差異;在內在及外在學習動機方面,實驗組學生顯著高於控制組學生;在批判思考感知方面,於批判思考感知低分組,實驗組學生顯著高於控制組學生;在心流狀態方面,於「引起好奇心」面向,實驗組學生顯著高於控制組學生。根據研究結論,建議可對中小學階段的學生資訊判準方式進行更深入的研究;針對教材設計,可在遊戲式教學系統中教學系統中加入連線功能、等級制度及學習歷程資料庫,以更加促進學習成效。
In modern life, all kinds of information have flooded around us, testing the ability of readers in this era to judge information. When Internet users search for information on the Internet, they need a set of judging standards to judge the correctness and usability of the information. Such standards are called "Information commitments." There are many similarities between the process of information commitment and science inquiry. Both emphasize the analysis of data and integrate them into individual arguments. The high interactivity of game-based learning can fulfill the process of trial-and-error and achieve self-directed learning, making game-based learning become a suitable teaching method to fulfill inquiry learning. Therefore, this research combined the digital game-based learning and information commitment theory to builds RPG learning system, which is used in the weather courses in elementary school. The experimental group used digital information committeed game-based learning, and the control group used WebQuest learning. After the learning activity, we examined the effects of students' learning achievement, learning motivation, perception of critical thinking, and flow state. The results displayed that there was no significant difference between digital information committeed game-based learning and the WebQuest learning in aspect of learning achievement; Compared with the WebQuest learning, digital information committeed game-based learning could especially boost students’ intrinsic and extrinsic motivation; Compared with the WebQuest learning, digital information committeed game-based learning could especially boost students’ perception of critical thinking for those with low perception of critical thinking; Compared with the WebQuest learning, digital information committeed game-based learning could booststudents’ “curiosity” in flow states. Based on the research conclusions, we suggest that more in-depth research can be conducted on the information commitments of elementary school student, and the online function, grade system and learning history database could be added to the digital game-based learning system to promote the learning effects further in the future related research.
第一章 緒論
1-1 研究背景與動機
1-2 研究問題
1-3 名詞釋義
1-4 研究範圍與限制
第二章 文獻探討
2-1 資訊判準
2-2 探究教學
2-3 WebQuest教學法
2-4 數位遊戲式學習
第三章 系統開發
3-1 系統架構
3-2 遊戲機制
第四章 研究設計與實施
4-1 研究架構
4-2 研究對象
4-3 研究課程
4-4 實驗處理與實施程序
4-5 研究工具
第五章 研究結果與分析
5-1 學習成就
5-2 學習動機
5-3 批判思考感知
5-4 心流狀態
5-5 訪談結果
第六章 結論與建議
6-1 研究結論
6-2 研究建議

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