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研究生:李昱賢
研究生(外文):LEE, YU-HSIEN
論文名稱:基於遊戲化之無參數認知診斷與回饋模式對於學生數學學習成效之影響
論文名稱(外文):Impacts of Integrating Gamification into the Nonparametric Cognitive Diagnosis and feedback model Assessment System on Students’ Mathematics Learning
指導教授:李政軒李政軒引用關係陳志鴻陳志鴻引用關係
指導教授(外文):LI, CHENG-HSUANCHEN, CHIH-HUNG
口試委員:黃國豪賴秋琳李政軒陳志鴻
口試委員(外文):HWANG, GWO-HAURLAI, CHIU-LINLI, CHENG-HSUANCHEN, CHIH-HUNG
口試日期:2022-01-07
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:2022
畢業學年度:110
語文別:中文
論文頁數:98
中文關鍵詞:遊戲化無參數認知診斷模式數學學習成就自我效能認知負荷
外文關鍵詞:gamificationnonparametric cognitive diagnosislearning achievement
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臺灣學生的數學成績在世界各國中表現得十分出色,但是在教室中學生之間的數學程度M型化的現象卻愈加嚴重,且學生的數學學習動機與自我效能是較低的。無參數認知診斷模式可以透過評量以學生的作答結果分析學生精熟以及未精熟的概念,教師可針對學生未精熟的概念做加強,並且以電腦化評量給予學生立即的回饋。再者,加入遊戲化的機制,能提升學生的學習動機。雖然有許多無參數認知診斷模式應用於教學的研究以及遊戲化應用於教學的研究,但是卻少有將遊戲化與無參數認知診斷模式共同使用於評量當中,本研究開發「遊戲化之無參數認知診斷模式與回饋模式的評量系統」以及「無參數認知診斷模式與回饋模式的評量系統」。
本研究採用準實驗研究法,探討「基於遊戲化之無參數認知診斷模式」、「無參數認知診斷模式」與「一般評量」三種評量方式在學習成就、學習動機、自我效能以及認知負荷的影響。研究結果顯示,與一般評量相比,「基於遊戲化之無參數認知診斷模式」、「無參數認知診斷模式」的評量方式對於學習低成就學生的學習成就有顯著進步,三種評量方式在學習動機、自我效能以及認知負荷並無顯著差異。建議未來進行基於遊戲化之無參數認知診斷模式相關的研究時,可以探討長時間的實驗設計,以及加入不同的遊戲化元素,以求遊戲化評量系統的最大價值與貢獻。

Taiwan students perform pretty well on math among other countries. However, the math level between every students becomes M-shapes seriously and students’ learning motivation and self-efficacy is low. Normal assessment could evaluate students’ learning effect only by their grades. It’s hard to individually enhance student’s concept which is weak. Students decrease their motivation due to ineffective promotion on their math. The nonparametric diagnosis model could analyze students’ master and inexpert concepts. Teachers focus on inexpert concepts and give feedbacks by computerized assessments instantly. Moreover, Gamification can increase students’ learning motivation. Although there are studies of application of nonparametric cognitive diagnosis model or gamification on learning, it’s scarce that using both gamification and nonparametric cognitive diagnosis model in assessment.
A quasi-experimental design was carried out. We examine the effect on learning achievement, learning motivation, self-efficacy and cognitive load. The result shows that integrating of gamification of cognitive diagnosis model and cognitive diagnosis model assessment system can significantly improve students’ learning achievement compared to normal assessment. We suggest designing a longer experiment and add different gamification elements in future studies to researcher to maximize the value and contribution of gamified assessment system.

第一章 緒論
第一節 研究動機與目的
第二節 待答問題
第三節 名詞解釋
第四節 研究範圍與限制
第二章 文獻探討
第一節 面積單元教學
第二節 評量系統
第三節 認知診斷模式
第四節 遊戲化
第三章 系統開發
第一節 系統架構
第二節 系統功能
第四章 研究設計與實施
第一節 研究架構
第二節 研究對象
第三節 研究工具
第四節 實驗流程
第五節 學習活動流程
第六節 資料收集與分析
第五章 研究結果與分析
第一節 學習成就
第二節 自我效能
第三節 學習動機
第四節 認知負荷
第六章 結論與建議
第一節 研究討論與結論
第二節 建議
參考文獻
中文部分
英文部分
附錄
附錄一
附錄二
附錄三
附錄四
附錄五

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