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題名:在多個學習領域以學生設計實體和數位遊戲之差異化教學培養學生21世紀關鍵能力與學習動機
作者:蓋傑富 引用關係
作者(外文):Gamble JeffreyHugh
校院名稱:國立成功大學
系所名稱:教育研究所
指導教授:楊雅婷
學位類別:博士
出版日期:2014
主題關鍵詞:21世紀關鍵能力學習動機學生設計遊戲差異化教學多元智能美術學科英文學科體育學科21st century learning skillslearning motivationstudent-designed gamesdifferentiated instructionmultiple intelligenceartEnglishphysical education
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本研究主要在探討小學生設計之實體和數位遊戲對培養其21世紀關鍵能力(創造思考、批判思考、問題解決、溝通以及團隊合作)及提升學習動機之影響。本研究進行為期30週的前、中、後測準實驗教學設計,研究對象為六個班級共168位國小五年級之學生,並隨機將其分派至實驗組、對照組與控制組,其中包含三組實驗組、兩組對照組以及一組控制組。自變項為六個層次學生設計之遊戲:學生設計美術遊戲 (實驗組一;28人)、學生設計英文遊戲(實驗組二;28人)、學生設計體育遊戲(實驗組三;28人)、數位遊戲式學習融入美術、英文和體育學科教學(對照組一;28人)、短期數位遊戲式學習融入美術、英文和體育學科教學(對照組二;28人)和未結合任何遊戲之建構式學習(控制組;28人)。使用統計方法為單因子多變量共變數分析、單因子共變數分析以及二因子變異數分析。此外教師與學生之回饋及課室觀察資料則用來適當解釋量化數據之研究發現;學生的省思報告則用內容分析法特定詞彙之出現頻率來協助量化分析所得之結果。
主要研究結果為學生所設計之實體和數位遊戲融入課程有助提升學習成效,具體結果如下:
1. 除了實驗組二以外,實驗組一和三在語文與圖形創造、動覺創意、溝通能力均顯著優於其他組別。
2. 除了實驗組三以外,實驗組一和二在批判思考和複雜問題解決能力均顯著優於其他組別。
3. 三個實驗組在團隊合作表現中均顯著優於其他組別。
4. 兩個對照組與控制組在學習成績部分均有所提升。
5. 兩個對照組在一開始呈現之學習動機並沒有在中測及後測實驗結果中所維持。
在整體實驗過程中,對培養學生21世紀關鍵能力有正面影響之關鍵元素為學生設計遊戲之社會建構因素、實驗組之差異化教學以及遊戲設計的獨特要求。持續使用建構式教學策略,例如社會情境式學習、真實適性成果的建構、教師及學生間協同合作之鷹架理論教學模式等,能夠確實提升實驗組之學習成效,特別是學生之高層次思考技巧。同樣地,差異化教學模式提供學生自我學習之學習環境,並讓他們有機會能自成小組一同成長。其他和遊戲設計相關之元素,例如遊戲規則之建立、敘述旁白之使用以及遊戲者角度之考量皆為促進高層次思考及溝通合作關鍵能力提供了適當的挑戰。最後,本研究亦在文末提供未來研究方向之建議與本研究限制之探討。
The purpose of the study was to investigate the effectiveness of student-designed games on elementary students’ 21st century skills (5Cs): creative thinking, critical thinking, complex problem solving, communication, and collaboration, as well as learning motivation. In order to evaluate the instructional intervention, a quasi-experimental design was adopted over the course of 30 weeks, including six weeks of testing at three measurement occasions (pretest, midtest and posttest). The independent variable was student-designed games with six levels: student-designed art games (XP_Art), student-designed English games (XP_Eng), student-designed physical education games (XP_PE), digital game based learning integrating Art, English, and physical education (DGBL), short term (three weeks per semester) digital game based learning combined with non-game-based constructivist learning activities (CG), and constructivist learning with no exposure to digital game play or design (CONT). The quasi-experiment took place over the course of two semesters and involved 168 fifth-grade students. Six classes were randomly assigned to the three treatments, two comparison groups or a control group. Quantitative data were analyzed using an overall MANCOVA, followed by one-way MANCOVAs for dependent variables with subscales, or one-way ANCOVAs for those without subscales. Furthermore, for dependent variables with midtest scores, two-way ANOVAs were conducted to evaluate within-group effects and between-group effects, in regards to occasion. Qualitative data, including student and teacher feedback, and class observations, were used to interpret and provide explanations for the quantitative findings, where appropriate. As well, student reflection essays were evaluated using content analysis in order to assist in the interpretation of the quantitative results, in terms of the frequency of terms relevant to the dependent outcomes of this study.
The hypothesized advantage for student design of games over the control and comparison conditions was found for the majority of learning outcomes. The experimental groups outperformed the other conditions in terms of figural and verbal creativity, kinesthetic creativity (with the exception of XP_Eng), critical thinking and complex problem solving (with the exception of XP_PE), communication (with the exception of XP_Eng), and collaboration. This significant advantage for the experimental groups was found despite the fact that the control and comparison groups also made improvements between the pretest and posttest due to a high quality, collaborative and constructivist approach to instruction, rather than lecture-style approaches which are oftentimes adopted for control conditions. Mixed results were found for learning motivation, with initial improvements for groups which engaged in digital game play (DGBL and CG). However these improvements were not sustained between the midtest and posttest.
Key elements of the experimental procedures which were deemed to have a positive effect on the 5C dependent variables relate to social constructivist elements of student-designed games, the differentiation of instruction for the experimental groups, and the unique requirements of game design. Sustained use of constructivist strategies, such as the social context for learning, the construction of an authentic and desirable product, and the provision of scaffolding through instructor support, tools, and collaborative learning, contributed substantially to the success of the experimental groups, particularly in terms of higher order thinking skills. Likewise, the differentiation of learning allowed learners diversity in materials and methods, a self-paced learning environment, and opportunities to form their own groups. Other elements of game design, such as the construction of rules, use of narrative, and taking the player’s perspective, provided the challenge required to promote higher order thinking, communication, and collaboration. Finally, recommendations for practitioners and limitations and suggestions for future studies are also provided.
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