:::

詳目顯示

回上一頁
題名:探索認真遊戲課程發展模式與效益評估
作者:楊景盛
作者(外文):Ching-Sheng Yang
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
指導教授:王國華
林素華
學位類別:博士
出版日期:2013
主題關鍵詞:認真遊戲數位學習遊戲遊戲人體內分泌系統人體消化系統Serious gamedigital learning gamegameHuman endocrine systemHuman digestive system
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:191
數位遊戲的多元發展,越來越多人熱衷於其中。電腦對於學童而言,往往代表遊戲平台而非學習工具。因此,數位遊戲學習能引起學生動機,更能配合電腦之符瞻性。然而,數位遊戲學習發展以來效果未見卓著,教學設計上往往難面面俱到。然而,認真遊戲設計概念的興起促使研究者重新檢視數位遊戲學習,其中包含三個元素能促成學習者有效學習。分別是重組的知識、遊戲元素,以及學習策略。研究者透過文獻整理,整合遊戲學習環以及認真遊戲三元素,發展認真遊戲模式,並以此模式發展七年級自然與生活科技領域中,人體內分泌系統和人體消化系統兩個單元之認真遊戲。本研究主要目的在於驗證模式的效益,並同時探究認真遊戲的學習效益與學習感受,其中學習效益包含有學習成就以及高層次認知。並且針對可能影響認真遊戲學習的因素進行探討,其中因素包含性別以及學習背景。研究結果顯示,認真遊戲組都在學習成效上和高層次認知都顯著優於替代循環A組、替代循環B組和傳統組。在感受上,同樣認真遊戲組比起替代循環A組和替代循環A組更為正向。性別對於認真遊戲學習並無顯著影響,在學習背景方面認真遊戲能有效幫助中、低學習背景學生學習。
Most students are highly interested and attracted by the digital games, therefore learning through the digital game matches the affordance of computers. Students can easily flow in learning, and their learning motivation is expected to enhance . However, in the past, conventional applications of digital games in learning merely embellish dull “edutainment” in entertaining packages. Serious games, composed of three components, namely, reconstructive learning contents, learning strategies, and game elements, transcend this constraint. In this study, the researcher proposed a design pattern for modules of serious games that comprise three progressive game cycles, based on serious game modules that address the endocrine system and the digestive system unit for students in the seventh grade. Exploration and evaluation of design pattern for serious game are the main purpose in this research. Employing a quasi-experimental research design, two experiments of two-week courses were organized in four groups, namely the traditional instruction group, the serious game group, the substitution a &; b group. Two substitution groups respectively replace the second and the third game cycles. The research instruments included achievement tests, high-level cognition assessments, and feeling questionnaires. Researcher also explored the influence of gender and learning background on learning effectiveness. The results showed that serious game group outperformed the other groups in the achievement test, high-level cognition assessment, and feeling questionnaires. Additionally, gender differences had no significant influence over serious game modules. Conclusively, this study highly suggests that learning through serious game benefits the learning of medium and low learning backgrounds students.
中文部分
于正雯(2005)。角色扮演於電腦教學遊戲之研究-以五上社會科台灣的自然環境單元為例(碩士論文)。取自臺灣博碩士論文系統。(系統編號093NSYS5282018)
方德隆(2004)。課程基礎理論。臺北市:高等教育。
田耐青(1996)。建構論的學習理念:以瞎子摸象故事為例。研習資訊,13,89-93。
朱則剛(1996)。建構主義對教學設計的意義。教學科技與媒體,26,3-12。new window
行政院研究發展考核委員會【行政院研考會】(2006)。大家"e"起來-數位落差調查結果。取自:http://www.rdec.gov.tw/ct.asp?xItem=17725&;ctNode=6918
林陳涌、徐毓慧(2002)。國一學生對血糖恆定性的先前概念。科學教育學刊,10,373-387。new window
邱皓政(2005)。量化研究與統計分析:SPSS中文視窗版資料分析範例解析。臺北市:五南。
徐振邦、梁文蓁、吳曉青、陳儒晰(譯)(2004)。教育研究法(原作者:Cohen, L., Manion, L., &; Morrison, K.)。台北:韋伯文化。(原著出版年:2000)
徐新逸(1998)。情境學習對教學革新之響應。研習信息,15,16-23。
張春興(2004)。教育心理學-三化取向的理論與實踐。臺北市:東華。
張霄亭(1991)。視聽教育與教學媒體。臺北市:五南。
教育部(2000)。九年一貫課程基本能力。取自:http://teach.eje.edu.tw/9CC/basic/basic1.php
教育部(2006)。國中小學校基本資料、電腦設備更新、校園網際網路建置統計表。取自:http://www.edu.tw/EDU_WEB/EDU_MGT/MOECC/EDU6673001/ie/infra/22-2.pdf
郭靜晃(譯)(1994)。兒童遊戲:遊戲發展的理論與實務(原作者:Johnson, J. E., Christie J. F., &; Yawkey T. D.)。台北:揚智文化。(原著出版年:1987)
陳淑筠(2002)。國內學生自然科學迷思概念研究之後設研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號090NTTTC576004)
楊景盛(2007)。線上教學遊戲對國中學生學習人體內分泌系統之效益分析(碩士論文)。取自臺灣博碩士論文系統。(系統編號095NCUE5112011)
楊景盛、林素華、王國華、黃世傑(2011)。認真遊戲課程模組發展與評估-以人體內分泌系統為例。課程與教學,14,199-231。new window
經濟部工業局(2009)。2009 數位內容產業年鑑。取自:http://proj3.moeaidb.gov.tw/nmipo/upload2/content/Yearbook2009/Chapter1.pdf
資策會(2009)。2009年我國家庭寬頻應用現況與需求調查—應用行為。取自:http://www.find.org.tw/find/home.aspx?page=many&;id=245
資策會(2010)。2010年9月底止台灣上網人口。取自:http://www.find.org.tw/find/home.aspx?page=many&;id=276
鄭湧涇(2002)。國中學生生物概念學習與相關變項之研究(1/3)。行政院國家科學委員會專題研究計畫進度報告(編號:NSC90-2511-S-003-),未出版。
鍾邦友(2001)。以情境學習為導的主題式統整課程及團體探究教學設計。載於中國視聽教育學會(主編),新世紀、新科技、新學習(213-225頁)。臺北市:正中。
簡茂發、何榮桂、張景媛(1998)。國中學生價值觀量表編製報告。教育心理學報,30,1-22。new window
羅豪章(2001)。鷹架理論在電腦輔助教學上之應用。視聽教育雙月刊,42,20-30。
蘇冠銘、陳瓊美(2001年10月)。引發學習動機的最佳方案:電腦遊戲。「2001年TANET台灣網際網路研討會」發表之論文,國立中正大學。
蘇素慧、詹勳國(2005)。實施九年一貫課程後國小教師數學教學信念與行為之研究。師大學報,50,27-51。new window

英文部分
Alessi, S. M., &; Trollip, S. R. (1985).Computer-based instruction: Methods and Development. New Jersey, NJ: Prentice-Hall.
Alkan, S., &; Cagiltay, K. (2007). Studying computer game learning experience through eye tracking. British Journal of Educational Technology, 38, 538-542.
Anderson, W., &; Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching,
and assessing: A revision of Blooms’ educational objectives. New York, NY: Longman.
Annetta, L. A., Minogue, J., Holmes, S. Y., &; Cheng, M.-T. (2009). Investigating the impact of video games on high school students' engagement and learning about Genetics. Computers and Education, 53, 74-85.
Benson, A. J. (2002). Motion sickness. In K. B. Pandolf and R. E. Burr (Eds.), Medical Aspects of Harsh Environments (pp. 1048-1083). Washington, DC: U.S. Department of the Army, Office of the Surgeon General.
Berlo, D. K. (1960). The process of communication: An introduction to theory and practices. San Francisco, CA: Rinehart Press.
Blumberg, F. C. (1998). Developmental differences at play: Children’s selective attention and performance in video games. Journal of Applied Developmental Psychology, 19, 615-624.
Bonanno, P., &; Kommers, P. A. M. (2008). Exploring the influence of gender and gaming competence on attitudes towards using instructional games. British Journal of Educational Technology, 39, 97-109.
Bottino, R. M., Ferlino, L., Ott, M., &; Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computer &; Education, 49, 1272-1286.
British Educational Communications and Technology Agency [Becta] (2001). Computer games in education project report. Retrieved from http://www.becta.org.uk/research/research.cfm?section=1&;id=2835
Brown, J. S., Collins, A., &; Duguid, P. (1996). Situated cognition and the culture of learning. In H. McLellan (Ed.), Situated learning perspectives. New Jersey, NJ: Educational Technology Publications, Inc., Englewood Cliffs.
Bruner, J. S. (1960). The process of education. New York, NY: Vintage Books.
Bruner, J. S. (1966).Toward a theory of Instruction. New York, NY: Vintage Books.
Can, G., &; Cagiltay, K. (2006). Turkish prospective teachers’ perceptions regarding the use of computer games with educational features. Educational Technology &; Society, 9, 308-321.
Cheung, K. K. F., Jong, M. S. Y., Lee, F. L., Lee, J. H. M., Luk, E. T. H., Junjie, S., &; Wong, M. K. H. (2008). FARMTASIA: an online game-based learning environment based on the VISOLE pedagogy. Virtual Reality, 12, 17-25.
Crawford, C. (1982). The Art of Computer Game Design. Berkeley: Osborne McGraw-Hill.
Dale, E. (1969). Audio-visual method in teaching. New Jersey, NJ: Dryden.
de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., &; Poulovassilis, A. (2010).Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41, 69-85.
Delwiche, A. (2006). Massively online games (MMOs) in the new media classroom. Educational Technology &; Society, 9, 160-172.
Dick, W., &; Carey, L. (1996). The systematic design of instruction (4th Ed.). New York, NY: Harper Collins.
Dikmenli, M., Çardak, O., &; Öztas, F. (2009). Conceptual problems in biology-related topics in primary science and technology textbooks in Turkey. International Journal of Environmental &; Science Education, 4, 429-440.
Ebner, M., &; Holzinger, A. (2007). Successful implementation of user-centered game based learning in high education: An example from civil engineering. Computer &; Education, 49, 873-890.
Eck, R. V., &; Dempsey, J. (2002). The effect of competition and contextualized advisement on the transfer of mathematics skills in a computer-based instructional simulation game. Educational Technology Research and Development, 50, 23-41
European Space Agency [ESA] (2004). Essential facts about the computer and video game industry. Retrieved from http://www.theesa.com/pressroom.html
Federico, P. A. (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16, 359-379.
Fineley, F. N., Stewart, J., &; Yarroch, W. L. (1982). Teacher’ perceptions of important and difficult science content. Science education, 66, 531-538.
Fromme, J. (2003). Computer games as a part of children’s culture. The International Journal of Computer Game Research, 3 (1). Retrieved from http://www.gamestudies.org/0301/fromme/
Garris, R., Ahlers, R., &; Driskell, E. J. (2002). Games, motivation, and learning: A research and practice model. Simulation &; Gaming, 33, 441-467.
Girard, C., Ecalle, J., &; Magnan, A. (2012). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning. doi: 10.1111/j.1365-2729.2012.00489.x
Grossman, L.(2005). The army’s killer app. Time, 165, 43-44.
Hamalainen, R. (2008). Designing and evaluating collaboration in a virtual game environment for vocational learning. Computer &; Education, 50, 98-109.
Hogle, G. J. (1996). Considering games as cognitive tools: In search of effective “edutainment”. Retrieved from ERIC database. (ED425737)
Hong, J.-C., Lin, C. –L., Huang, H. –C., Chen, Y. –N., &; Li, Y. C. (2007). Playfulness-based design in educational games: a perspective on an evolutionary contest game. Interactive Learning Environment, 17, 15-35.
Inal, Y., &; Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38, 455-464.
Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48, 63-85.
Ke, F., &; Grabowski, B. (2007). Game-playing for math learning: cooperative or not. British Journal of Educational Technology, 38, 538-542.
Ke, F. (2008). Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation. Educational Technology Research and Development, 56, 539-556.
Kebritchi, M., Hirumi, A., Kappers, W., &; Henry, R. (2009). Analysis of the supporting websites for the use of instructional games in K-12 setting. British Journal of Educational Technology, 40,733-754.
Kim, C. M., Hannafin, J. M., &; Bryan, A. L. (2007). Technology-enhanced inquiry tools in science education: an emerging pedagogical framework for classroom practice. Science Education, 91, 1010-1030.
Kim, B., Park, H., &; Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers &; Education, 52, 800-810.
Kirriemuir, J., &; McFarlane, A. (2004). Literature review in games and learning. Retrieved from http://www.nestafuturelab.org/research/reviews/ 08_01.htm
Ko, S. (2002). An empirical analysis of children’s thinking and learning in a computer game context. Educational Psychology, 22, 219-233.
Lainema, T., Nurmi, S. (2006). Apply an authentic, dynamic learning environment in real world business. Computer &; Education, 47, 94-115.
Lepper, M. R., &; Malone, T.W. (1987). Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. New Jersey, NJ: Lawrence Erlbaum Assoc.
Macdonald, J. B. (1965). Educational Models for Instruction--Introduction. In J. B. Macdonald and R. R. Leeper (Eds.). Theories of instruction. Washington, DC: Association for Supervision and Curriculum Development.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5, 333-369.
Mansfield, H., &; Happs, J. (1996). Using student conception of parallel lines to plan a teaching program. In D. F. Treagust, R. Duit, &; B. J. Fraser (Eds.), Improving teaching and learning ccience and mathematics (pp. 120-130). New York, NY: Teacher College Press.
Margolis, J. L., Nussbaum, M., Rodriguez, P., &; Rosas, R. (2006). Methodology for evaluating a novel education technology: a case study of handheld video games in Chile. Computer &; Education, 46, 174-191.
Marsh, T. (2012). Serious games continuum: Between games for purpose and experiential environments for purpose. Entertainment Computing, 2, 61-68.
Martens, R. L., Gulikers, J., &; Bastiaens, T. (2004). The impact of intrinsic motivation on e-learning in authentic computer task. Journal of Computer Assisted Learning, 20, 368-376.
Mayer, I., &; Bekebreda, G. (2006). Serious games and simulation based e-learning for infrastructure management. In M. Pivec (Ed.), Affective and emotional aspects of human-computer interaction: Emphasis on game-based and innovative learning approaches (pp. 136-151). Amsterdam, Netherlands: IOS.
McFarlane, A., Sparrowhawk, A., &; Heald, Y. (2002). Report on the educational use of games. Retrieved from Teachers Evaluating Educational Multimedia [TEEM] website: http://www.teem.org.uk/publications/teem_gamesined_full.pdf
McLellan, H. (1993). Evaluation in a situated learning environment. Educational Technology, 33, 39-45.
Michael, D., &; Chen, S. (2006). Serious games: Games that educate, train, and inform. Boston, MA.: Thomson Course Technology.
National Research Council [NRC] (1996). National science education standards. Washington, DC: National Academic Press.
Opfer, J. E., Nehm, R. H., &; Ha, M. (2012). Cognitive foundations for science assessment design: Knowing what students know about evolution. Journal of Research in Science Teaching, 49, 744–777.
Overschie, M., van Wayenburg, A., de Vries, P., &; Pujadas, M. (2006). Microteaching: effective knowledge transfer for sustainable technological innovation. In Subaï, C., Ferrer, D., &; Mulder, K. (Eds), International Conference on Engineering Education in Sustainable Development, Lyon.
Pannese, L., &; Carlesi, M. (2007). Games and learning come together to maximize effectiveness: the challenge of bridging the gap. British Journal of Educational Technology, 38, 438-454.
Parker, p. p. (2006). Learning when using commercial computer games as simulations: A case study using a simulation game. In M. Piverc (Ed.), Affective and Emotional Aspects of Human-Computer Interaction (pp. 113-135). Amsterdam, Netherlands: IOS.
Pauline, R. F. (1993). Microteaching: an integral part of a science methods class. Journal of Science Teacher Education, 4, 9-17.
Peker, M. (2009). The use of expanded microteaching for reducing preservice teachers’ teaching anxiety about mathematics. Scientific Research and Essay, 4, 872-880.
Prensky, M. (2001). Digital Game-Based Learning. New York, NY: McGraw Hill.
Provenzo, E. F. (1991).Video kids: making sense of Nintendo. Cambridge, Mass: Harvard University.
Quinn, C. N. (1994). Designing educational computer games. In K. Beattie, C. Mc Naught &; S. Wills (Eds.), Interactive multimedia in university education: Designing for change in teaching and learning (pp. 45-57). Amsterdam: Elsevier Science BV.
Reynolds, C. W. (1987). Flocks, herds and schools: A distributed behavioral model. Computer Graphics, 21, 25-34.
Robertson, J., &; Howells, C. (2008). Computer game design: Opportunities for successful learning. Computer &; Education, 50, 559-578.
Rollings, A., &; Morris D. (2000). Game architecture and design. Arizona, AZ: Coriolis Group Books.
Rosas, R. M., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., et al. (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computer &; Education, 40, 71-94.
Roth, W. M. (2006). Learning science: a singular plural perspective. Rotterdam: Sense Publishers.
Sandford, R., Ulicsak, M., Facer, K., &; Rudd, T. (2006). Teaching with games: Using commercial off-the-shelf games in formal education. Retrieved from http://www2.futurelab.org.uk/resources/documents/project_reports/teaching_with_games/TWG_report.pdf
Schrader, P. G., &; McCreery, M. (2008). The acquisition of skill and expertise in massively multiplayer online games. Educational Technology Research and Development, 56, 557-574.
Schramm, W. (1979). Mass Media and National Development: the role of information in the developing countries. California, CA: Stanford University Press.
Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computer &; Education, 46, 223-234.
Shen, C., &; O’Neil, H.F. (2006, April). The Effectiveness of Worked Examples in a Game-Based Learning Environment. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Retrieved from ERIC database. (ED491961)
Shin, N., Sutherland, L. M., Norris, C. A., &; Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics. British Journal of Educational Technology, 43, 540–560.
Squire, K., Jenkins, H., Holland, W., Miller, H., O' Driscoll, A., Tan, K., &; Todd, K. (2003). Designing Educational Games: Design Principles from the Games-to-Teach Project. Educational Technology, 43, 17-23.
Sung, Y. -T., Chang K. -E., &; Lee M. -D. (2008). Designing multimedia games for young children’s taxonomic concept development. Computer &; Education, 50, 1037-1051.
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Journal of Hacettepe University Educaion Faculty, 23, 259-266.
Tüzün, H. (2007). Blending video games with learning: issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38, 465-477.
Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless. Educause review, 41, 16-30.
Virvou, M., Katsionis, G., &; Manos, K. (2005). Combining software games with education: evaluation of its educational effectiveness. Educational Technology &; Society, 8, 54-65.
Vogel, J. J., Greenwood-Ericksen, A., Cannon-Bowers, J., &; Bowers, C. A. (2006). Using virtual reality with and without game attributes for academic achievement, Journal of research on technology in education, 39, 105-118.
Von Glasersfeld, E.(1985).An introduction to radical constructivism. In P.Watzlawick (Ed.), The Invented Reality (pp. 17-40). New York, NY: Norton.
Vygotsky, L. S. (1978).Mind in Society: The development of higher psychological processes. Cambridge, Mass: Harvard University Press
Wang, H. -Y., &; Wang, Y. -S. (2008). Gender differences in the perception and acceptance of online games. British Journal of Educational Technology, 39, 787-806.
Watts, M. (1994). Problem solving in science and technology: extending good classroom practice. London: David Fulton Publishers.
Westbrook, S. L., &; Marek, E. A. (1992). A cross-Age study of student understanding of the concept of homeostasis. Journal of Research in Science Teaching, 29, 51-61.
White, R., &; Gunstone, R. (1992). Prediction-observation-explanation. In White, R. &; Gunstone, R. (Ed.), Probing Understanding (pp.44-64). London: The Falmer Press.
Wijekumar, K. J., Meyer, B. J. F., Wagoner, D., &; Fergusin, L. (2006). Technology affordances: the “real story” in research with K-12 and undergraduate learners. British Journal of Educational Technology, 37, 191-209.
Wu, W.-H., Hsiao, H.-C., Wu, P.-L., Lin, C.-H., &; Huang, S.-H. (2012). Investigating the learning-theory foundations of game-based learning: a meta-analysis. Journal of Computer Assisted Learning, 28, 265–279.
Yarnall, L., &; Kafai, Y. (1996). Issues in project-based science activities: Children’s constructions of ocean software games. Retrieved from ERIC database. (ED395819)
Yu, F. Y., Chnag, L. J., Liu, Y. H., &; Chan, T. W. (2002). Learning preferences towards computerized competitive modes. Journal of Computer Assisted Learning, 18, 341-350.
Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38, 25-32.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE