臺灣博碩士論文加值系統

隨著資訊科技發展，以及資訊融入教學，運用數位科技輔助教學已經成為教育的未來趨勢。遊戲可以幫助學生學習，並且引起學生高度的學習動機，而數位遊戲式學習可營造情境式學習的環境。透過數位遊戲式學習所塑造虛擬的空間環境給予學生體驗真實的情境，並且產生有意義的問題、情境與脈絡，使學生能做中學的過程中，增進學生認知與技能的潛力，還能協助學生進行更高層次的思考與分析，如問題解決與後設認知察覺。學者指出，凱利方格可以提高學生反思及建構知識的能力，幫助學生進行高層次的思考；而多維度凱利方格改變傳統凱利方格以文字呈現的方式，發展成使用指標圖形化的顯示方式，更適合於數位遊戲式學習系統中呈現豐富且結構化的資訊。本研究以多維度凱利方格作為學生自我建構知識的心智工具，將全球氣候類型的十五種氣候類型與氣候要素建置於多維度凱利方格中，進而發展成情境式數位遊戲結合多維度凱利方格的學習系統。本研究採用準實驗設計，探討使用「情境式數位遊戲結合凱利方格學習策略」(實驗組)與「情境式數位遊戲學習策略」(控制組)的學生，在學習成就、學習動機、個人自我效能、認知負荷、後設認知察覺與學習行為的表現。實驗結果顯示，實驗組學生的學習成就、學習動機、個人自我效能與後設認知察覺等方面都優於控制組學生；在認知負荷的心智負荷與心智努力兩方面實驗組與控制組的學生無顯著差異。另外，由學習行為分析發現，實驗組學生閱讀學習教材與查看地圖的學習行為的相關性達顯著水準。所以，因此，若提供學習情境讓學生置身其中，再加上適當的學習策略，將能有效提升學生的學習表現。

With the advancement of information technology and the incorporation of information into teaching, digital technology assisted teaching has become a current trend. Gaming can not only enhance students’ learning but trigger their learning motivation. Digital game-based learning can build the environment of situated learning. The virtual space created by digital game-based learning helps students gain realistic experience, and offers meaningful questions, situations and context. Learning through doing strengthens students’ potential for cognition and skill as well as facilitates their higher order thinking and analyzing, such as problem-solving and metacognition awareness. Scholars have pointed out that repertory grid can prompt students’ ability to reflect and acquire knowledge, and help student conduct higher order of thinking. Unlike the traditional repertory grid, multi-dimensional repertory grid is illustrated in form of index graphic style, which suits better with the rich and structural information of digital game-based learning. This study adopts multi-dimensional repertory grid as mindtools for students to accumulate knowledge, and includes the world’s 15 weather types and factors into multi-dimensional repertory. This study uses nonequivalent control-group design, comparing students’ performances in terms of learning achievement, learning motivation, individual self-efficacy, cognitive load, metacognition awareness between “learning tactic combining situated educational computer game with repertory grid” (experimental group) and “learning tactic of digital game-based learning” (controlled group). The results show students in experimental group outperform those in controlled group in learning achievement, learning motivation, individual self-efficacy, metacognition awareness. Yet there is no significant difference in mental load and mental efforts. Moreover, the analysis of students’ learning behavior reveals that students in experimental group perform significantly better when reading learning materials and maps. Hence, it is believed that by providing students with situated learning environments and proper learning tactics, we could efficiently elevate students’ academic performance.

目 錄
摘 要 I
ABSTRACT II
誌 謝 IV
目 錄 V
圖 目 錄 IX
表 目 錄 XII
第一章 緒論 - 1 -
1.1 研究背景與動機 - 1 -
1.2 研究目的與問題 - 3 -
1.3 名詞釋義 - 5 -
1.3.1 情境式學習 (Situated learning） - 5 -
1.3.2 數位遊戲式學習 (Digital game-based learning) - 5 -
1.3.3 多維度凱利方格 (Multi-dimensional repertory grid) - 5 -
1.3.4 學習成就 (Learning achievement) - 6 -
1.3.5 學習動機 (Learning motivation) - 6 -
1.3.6 個人自我效能 (Self-efficacy) - 7 -
1.3.7 後設認知察覺 (Metacognitive awareness) - 7 -
1.3.8 認知負荷 (Cognitive load) - 7 -
1.3.9 序列分析 (Sequential analysis) - 8 -
第二章 文獻探討 - 9 -
2.1 情境式學習 (Situated learning) - 9 -
2.1.1 情境式學習的定義 - 9 -
2.1.2 情境式學習的策略 - 10 -
2.1.3 情境式學習的建立 - 11 -
2.2 數位遊戲式學習 (Digital game-based learning) - 13 -
2.2.1 數位遊戲式學習的定義 - 13 -
2.2.2 數位遊戲式學習的特性 - 14 -
2.2.3 數位遊戲式學習的的應用 - 15 -
2.3 多維度凱利方格 (Multi-dimensional repertory grid) - 16 -
2.3.1 心智工具 (Mindtools) 的定義 - 16 -
2.3.2 專家系統 (Expert systems) 的定義 - 18 -
2.3.3 知識擷取—多維度凱利方格 - 20 -
2.4 後設認知察覺 (Metacognitive awareness) - 26 -
2.4.1 後設認知的意涵 - 26 -
2.4.2 後設認知察覺 - 28 -
2.4.3 後設認知的相關研究 - 28 -
第三章 系統開發 - 30 -
3.1 系統架構與功能 - 30 -
3.2 多維度凱利方格的建置 - 32 -
3.3 系統開發環境 - 38 -
3.4 遊戲內容 - 39 -
3.5 遊戲設計 - 44 -
第四章 研究方法 - 64 -
4.1 研究架構 - 64 -
4.2 研究對象 - 65 -
4.3 研究課程 - 66 -
4.4 實驗流程 - 69 -
4.5 研究工具 - 70 -
4.5.1 學習成就測驗 - 70 -
4.5.2 學習動機量表 - 71 -
4.5.3 個人自我效能量表 - 72 -
4.5.4 後設認知察覺量表 - 72 -
4.5.5 認知負荷量表 - 72 -
4.5.6 質性半結構式訪談 - 73 -
4.5.7 序列分析 - 73 -
4.6 分析方法 - 73 -
第五章 研究結果與分析 - 76 -
5.1 學習成就之共變數分析與獨立樣本 t 檢定 - 76 -
5.1.1 學習成就之共變數分析 - 76 -
5.1.2 學習成就後測之各題組—獨立樣本 t 檢定 - 78 -
5.2 學習動機之共變數分析 - 79 -
5.2.1 學習動機之共變數分析 - 79 -
5.2.2 學習動機之內在動機—共變數分析 - 80 -
5.2.3 學習動機之外在動機—共變數分析 - 82 -
5.3 個人自我效能之共變數分析 - 84 -
5.4 後設認知察覺之共變數分析 - 85 -
5.5 認知負荷之獨立樣本 t 檢定 - 87 -
5.5.1 認知負荷—心智負荷構面之獨立樣本 t 檢定 - 87 -
5.5.2 認知負荷—心智努力構面之獨立樣本 t 檢定 - 87 -
5.6 質性半結構式訪談內容 - 88 -
5.7 序列分析 - 90 -
第六章 結論與未來展望 - 98 -
6.1 研究結果與討論 - 98 -
6.2 研究限制 - 104 -
6.3 建議與未來研究 - 105 -
參 考 文 獻 - 106 -
附件一 全球氣候分類學習成就測驗(前測) - 114 -
附件二 全球氣候分類學習成就測驗(後測) - 118 -
附件三 學習動機量表 - 124 -
附件四 個人自我效能量表 - 125 -
附件五 後設認知察覺能力量表 - 126 -
附件六 認知負荷量表 - 127 -
附件七 質性半結構式訪談 - 128 -
 
圖 目 錄
圖2-1專家的凱利方格-蝴蝶特徵的比較 - 22 -
圖2-2多維度凱利方格 - 25 -
圖3-1系統架構圖 - 30 -
圖3-2元素填入多維度凱利方格 - 33 -
圖3-3配對屬性組特徵填入多維度凱利方格 - 34 -
圖3-4特徵值填入多維度凱利方格 - 35 -
圖3-5實驗組與控制組的共同閱讀教材 - 36 -
圖3-6實驗組的多維度凱利方格 - 37 -
圖3-7控制組的重點整理 - 37 -
圖3-8 RPG Maker XP 編輯介面 - 38 -
圖3-9遊戲架構圖 - 39 -
圖3-10遊戲任務之氣候長條與曲線的混合圖 - 41 -
圖3-11遊戲任務之氣候曲線圖 - 42 -
圖3-12遊戲任務之氣候統計表 - 43 -
圖3-13遊戲情境引導 - 44 -
圖3-14芬蘭的機會之門與學習教材 - 45 -
圖3-15芬蘭的命運之洞與遊戲任務 - 46 -
圖3-16遊戲系統的獎勵—金幣與寶物 - 47 -
圖3-17遊戲系統的回饋與反思 - 48 -
圖3-18遊戲系統-損失金幣 - 49 -
圖3-19遊戲設計的第一階段—歐洲區域 - 50 -
圖3-20前進第二階段—非洲區域 - 51 -
圖3-21學生實際學習情境 - 52 -
圖3-22遊戲系統-歐洲地圖指示 - 52 -
圖3-23遊戲系統-學習教材 - 53 -
圖3-24學生實際遊戲任務闖關 - 54 -
圖3-25遊戲系統-歐洲的遊戲任務 - 54 -
圖3-26遊戲系統-三種求救方式 - 55 -
圖3-27實驗組學生實際回饋與反思 - 56 -
圖3-28實驗組的回饋與反思-多維度凱利方格 - 56 -
圖3-29實驗組的氣候比較-多維度凱利方格 - 57 -
圖3-30控制組的回饋與反思-重點整理 - 57 -
圖3-31遊戲系統-非洲地圖指示 - 58 -
圖3-32遊戲系統-非洲的遊戲任務 - 59 -
圖3-33遊戲系統-美洲地圖指示 - 60 -
圖3-34遊戲系統-美洲的遊戲任務 - 61 -
圖3-35金幣與寶物表的顯示 - 62 -
圖3-36獎勵數量-金幣與寶物 - 62 -
圖3-37遊戲結束畫面 - 63 -
圖4-1研究架構圖 - 65 -
圖4-2實驗流程圖 - 70 -
圖5-1實驗組學生行為轉換圖 - 94 -
圖5-2控制組學生行為轉換圖 - 94 -
圖5-3實驗組與控制組學生的學習行為差異比較圖 - 95 -

表 目 錄
表2-1元素填入凱利方格 - 23 -
表2-2配對屬性組特徵填入凱利方格 - 23 -
表2-3特徵值填入凱利方格 - 24 -
表3-1全球十五種氣候類型的屬性與特徵值 - 35 -
表4-1柯本氣候分類法 - 68 -
表4-2 柯本氣候分類編碼表 - 69 -
表4-3學習歷程編碼表 - 75 -
表5-1學習成就前測Levene檢定分析摘要表 - 77 -
表5-2學習成就前測之組內迴歸係數同質性檢定分析摘要表 - 77 -
表5-3學習成就後測ANCOVA分析摘要表 - 78 -
表5-4學習成就後測不同題型之獨立樣本 t 檢定分析摘要表 - 78 -
表5-5學習動機前測Levene檢定分析摘要表 - 79 -
表5-6學習動機前測之組內迴歸係數同質性檢定分析摘要表 - 80 -
表5-7學習動機後測ANCOVA分析摘要表 - 80 -
表5-8學習動機前測之內在動機Levene檢定分析摘要表 - 81 -
表5-9學習動機前測之內在動機的組內迴歸係數同質性檢定分析摘要表 - 81 -
表5-10學習動機後測之內在動機ANCOVA分析摘要表 - 82 -
表5-11學習動機前測之外在動機Levene檢定分析摘要表 - 82 -
表5-12學習動機前測之外在動機的組內迴歸係數同質性檢定分析摘要表 - 83 -
表5-13學習動機後測之外在動機ANCOVA分析摘要表 - 83 -
表5-14個人自我效能前測Levene檢定分析摘要表 - 84 -
表5-15個人自我效能前測之組內迴歸係數同質性檢定分析摘要表 - 84 -
表5-16個人自我效能後測ANCOVA分析摘要表 - 85 -
表5-17後設認知察覺前測Levene檢定分析摘要表 - 86 -
表5-18後設認知察覺前測之組內迴歸係數同質性檢定分析摘要表 - 86 -
表5-19後設認知察覺後測ANCOVA分析摘要表 - 86 -
表5-20認知負荷—心智負荷之獨立樣本 t 檢定分析摘要表 - 87 -
表5-21認知負荷—心智努力之獨立樣本 t 檢定分析摘要表 - 88 -
表5-22訪談題目與各組回答摘要表 - 89 -
表5-23.1實驗組之學習行為分析殘差表 - 92 -
表5-23.2實驗組之學習行為分析殘差表 - 92 -
表5-24.1控制組之學習行為分析殘差表 - 93 -
表5-24.2控制組之學習行為分析殘差表 - 93 -

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