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題名:數位遊戲融入Unity程式設計學習系統之建構與其成效之探討
作者:徐文俊 引用關係
作者(外文):HSU, WEN-CHUN
校院名稱:國立臺南大學
系所名稱:數位學習科技學系碩博士班
指導教授:林豪鏘
學位類別:博士
出版日期:2017
主題關鍵詞:Unity程式設計數位遊戲式學習問題導向式學習翻轉教室課程學習動機自我調控能力Digital Game-Based LearningFlipped classroomLearning motivationProblem-Based LearningSelf-regulationUnity programming
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本研究主要針對Unity程式設計,開發一套線上數位遊戲式學習 (Digital Game-Based Learning, DGBL ) 系統,並且應用於翻轉教室課程(Flipped classroom)供學生學習使用,期待能提升學生學習Unity程式設計的動機與自我調控能力,進而提升學生的學習成效。本研究將學生分為實驗與控制兩組,兩組學生皆採用翻轉教室課程教學,實驗組採用此數位遊戲式學習系統做為翻轉教室課程的線上課前預習學習系統,而控制組則採用一般傳統觀看線上教學影片(Video-Based Learning, VBL)學習系統進行線上課前預習,之後在翻轉教室課程的課堂活動中延續討論與學習,兩組課堂中的活動參考Bergmann and Sams (2012)對於翻轉教室課程的設計,與結合問題導向式學習(Problem-Based Learning)策略,針對初學者學習Unity最常會遇到的問題,設計成七周的課程,每周150分鐘,課堂活動使用走動促進者模式(Floating facilitator model)將學生分組並引導學生自主探索、解決問題與合作學習。實驗開始前先進行自我調控量表(self-regulation Questionnaire)、MSLQ(Motivated Strategies for Learning Questionnaire)學習動機量表與基礎程式設計能力前測,七周課程結束後上機測試評量學生的Unity學習成效,並進行自我調控學習量表和MSLQ學習動機量表後測,以共變數分析(ANCOVA)進行分析,結果發現實驗組的Unity學習成效優於控制組,並在內在目標導向、任務價值、學習的控制信念與學習與表現的自我效能這幾個面向的學習動機,以及在學習策略、時間管理與自我評量這幾個面向的自我調控學習皆高於控制組。最後再使用半結構式訪談,與學習系統後端資料庫所紀錄兩組學生的學習時間和任務完成度再加以進行探討,發現使用DGBL的學生在一開始學習時會遇到較多問題,然而在實作練習時,卻會比使用VBL系統的學生來的較少問題與錯誤,另外也發現將學習系統介面設計仿製Unity軟體介面設計,對於學生熟悉Unity的操作很有幫助,本研究主要貢獻為針對Unity程式設計學習提供一個新的且有價值的教學方案。
The purpose of this study was to develope an online system of digital game-based learning (DGBL) for Unity Programming, and then incorporated this learning system into a fipped-classroom curriculum. Our aim was to promote self-regulated learning and increase students’ motivation to learn computer programming and achieve higher levels of performance. We formulated the course’s structure based on Bergmann and Sams (2012) conception of a flipped classroom, and further included strategies of problem-based learning for beginners to learn the most common problems encountered by Unity programming, designed a seven-week course, 150 mins a week, and teacher teached through floating facilitator model way with the goal of encouraging students to engage in autonomous exploration and cooperative learning.Participating students were split into two groups. The experimental group(EG) engaged in a DGBL experience, whilst the control group(CG) were taught the same material through a video-based learning (VBL) approach. Pre- and post-tests measuring self-regulation and Learning Motivation by self-regulation Questionnaire and MSLQ (Motivated Strategies for Learning Questionnaire), and the performance of programming were also conducted. We conducted ANCOVA to determine the influence of DGBL and VBL environments.The Result showed that the CG had better performance than CG in Unity programming. In terms of Learning Motivation, the results showed that the EG was higher than the CG in “Intrinsic Goal Orientation”, “Task Value”, “Control of Learning Beliefs” and “Self-Efficacy for Learning and Performance”, and in terms of self-regulation, the results showed that the EG was higher than the CG in “Task Strategies”, “Time Management” and “Self-Evaluation”. We also sought to understand how self-regulation and learning motivation affect the efficiency of a flipped classroom with DGBL, and also explored details related to learning hours and mission completion in the back-end database and semi-structured interviews. It found that students who used DGBL got more problem than who used VBL in the beginning of the study, but in the practice of Unity programming. And it also found that DGBL System provided a lot help for the operation of Unity software by imitation of design of user interface. This study can contribute to Unity programming learning, and provide a new and effective teaching solution.
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