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題名:數位遊戲式學習對國小低成就及普通班學童專注力、語文學習相關因素及線上行為模式之影響
作者:游雅婷
作者(外文):YU, YA-TING
校院名稱:國立臺北教育大學
系所名稱:教育傳播與科技研究所
指導教授:崔夢萍
學位類別:博士
出版日期:2020
主題關鍵詞:數位遊戲式學習專注力語文學習成效線上行為模式語文自我效能Digital game-based learningConcentrationChinese language learning achievementOnline behavioral patternsSelf-efficacy in Chinese language learning
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數位式遊戲式學習能提供學習者從遊戲設計中進行學習內涵,促進其認知變化,並能維持學習者的學習動機,改變學習者的認知、情感與行為,為近年來數位學習研究發展的重要趨勢。本研究旨在探討角色扮演遊戲(Role-Playing Game,RPG)數位遊戲式教材的設計與實施,對國小四年級低成就與普通班學童國語文學習成效、遊戲過程之腦波專注力、線上行為模式,以及自我效能和課室專注力
之影響。本研究採設計本位研究法(The Design-Based Research, DBR)進行兩階段循環研究:
一、 第一階段主要研究目的為探討數位遊戲式學習對國小四年級學習低成就學童國語文學習成效、專注力及線上行為模式的影響。研究對象為某國小四年級4位學習低成就學童,以國小四年級國語領域,發展RPG數位遊戲式學習教材,進行10周共12次,每次15分鐘的數位遊戲式學習;對照組A為四年級學
習低成就學生共4位,對照組B為四年級普通班語文排名50%學生共2位,皆不接受實驗操弄。研究結果發現:
(一)RPG數位遊戲式學習提升國小學習低成就學生的學習成績,實驗組學生的學習成績保持穩定進步。
(二)RPG數位遊戲式學習正向提升國小低成就學生的國語成績趨勢線,實驗組學生形成性評量成績之直線趨向達顯著水準。
(三)學生在遊戲中,回答問題(第一次答題、答題次數在中位數、打怪前的答題)時之專注力高於遊戲事件(打怪和漫遊)時之專注力。
(四)遊戲中首題難易度影響學習者的專注力,題目較難時,學生專注力有上揚的趨勢。
二、 第二階段研究為延伸研究一的研究結果,比較使用不同RPG數位遊戲設計及電子書數位學習的國小四年級學生,在國語文學習成效、專注力、語文學習自我效能之影響,並分析不同學習特徵的學生在國語形成性評量成績之差異。此階段採準實驗研究,以126位四年級6個普通班學生為研究參與對象,以改變遊戲設計包括打怪次數,擴充學習教材的豐富度方式,每周進行一次實驗教學,每次15分鐘,共六週。實驗組一2個班級學生使用僅有一次打怪的RPG數位遊戲,共39人;實驗組二2個班級學生使用有多次打怪機制的RPG數位遊戲,共48人;對照組2個班級學生操作電子書及線上測驗,共39人。研究結果發現:
(一)RPG數位遊戲式學習比電子書數位學習更能提升國語文學習成效。在國語學習領域定期考試上,實驗組一學生顯著優於實驗組二和對照組學生;在形成性評量上,實驗組一學生顯著優於對照組學生,實驗組一學生與實驗組二學生無顯著差異。
(二)三組學生在遊戲中的腦波專注力隨著實驗時間增長,實驗組二學生之遊戲專注力顯著高於實驗組一學生和對照組學生;但對三組學生之課室專注力的影響效果未達顯著。
(三)RPG數位遊戲式學習或電子書數位學習,對語文與數位學習自我效能無顯著影響。
(四)RPG數位遊戲式學習中的腦波專注力對形成性評量具有預測力。
(五)RPG數位學習遊戲之不同行為模式對學習成效產生正相關。
(六)RPG數位遊戲式學習中不同行為特徵學生影響學習成效之表現。
綜合研究結果,顯示RPG數位遊戲式學習能提升國小低成學生就與普通班學生的語文學習成效。遊戲的過程顯示,學生於打怪前的專注力會提高,且打怪過程有助於維持學生的專注力,在解題與練習的學習過程比打怪與查詢寶物袋等遊戲過程的專注力高。
綜合上述研究結果,本研究亦提出對於教育相關人員、遊戲設計者以及後續研究之相關建議。
The digital game-based learning (DGBL) provides the learning content for leaners. DGBL also facilitate students’ cognition, motivation in learning, emotion and behavior. DGBL is the main research trend in e-learning research. This study was conducted to explore the effects of Role-Playing Game (RPG) on fourth grade low-achieving and general students’ learning achievement, concentration, online behavioral patterns, and self-efficacy in Chinese language. This study adopted the design-based research through two iteration stages.
1.In the first stage, the study developed digital games to explore the effects of Chinese language achievement, concentration and online behavioral patterns for low-achieving fourth graders. The experiment was implemented in one or two 15-minutes sessions for 10 weeks. There were four low-achieving students equipped with the EEG mindset during DGBL to participate in the study. There were four low-achieving students participated in the control group A and two general students participated in the control group B. The results were as follows:
(1)The experiment low-achieving students performed significant improvement in
the learning achievement and showed the steady progress.
(2)The trend analysis showed a linear trend progress for experimental group in the Chinese formative score.
(3)When playing the game, students performed more concentration while answering a question (answering of the first question, the middle question, and the question before hitting the monsters) than playing the game event (strolling in the beginning and hitting monsters).
(4)The difficulty of the first question in the game affected the students’ concentration level. Students performed more concentration on the first question than other questions.
2. In the second stage, the experiment extended the results of the first study by exploring the effects of the new version of RPG game on Chinese language
achievement, self-efficacy and online behavioral patterns for elementary students. A quasi-experiment design was adopted. There were 126 general fourth-graders in six classes participated for a 6-week period. Four classes were experimental groups and the other two classes were the control group. Students in the experiment group were
divided into two groups. Group one (EG1) used the game in study one and group
two (EG2) used the new version game by adding the number of hitting monsters.
Students in the control group used the e-books with online tests. The results were as
follows:
(1) Students in RPG group showed significant higher scores in the Chinese
language achievement than students in the control group. Students in the EG1
showed significantly higher scores on the Chinese achievement than students
in the EG2 and the control group.
(2) The brainwave concentration of the three groups showed significant
differences with the increase of experimental time. Students in the EG2
showed significantly higher concentration than the EG1 and the control group.
However, there were no significant effects on classroom concentrations for all
participated students.
(3)There were no significant effects on self-efficacy in Chinese language art for all participated three groups.
(4)Students’ brainwave concentrations in RPG game can significantly predict the Chinese formative assessment scores.
(5) There was positive correlation between the online behavior patterns in RPG
and Chinese language learning achievement.
(6) Students with different online behavioral pattern in RPG game resulted in
different learning effectiveness.
Overall, the results showed that DGBL can improve the Chinese learning on low-achieving and general fourth graders. Students showed higher concentration before hitting monsters. The hitting monster can be helpful for maintaining students’ concentration in the process of DGBL. Moreover, the students’ showed higher concentration on the learning events than the game events such as hitting monsters.
According to above findings, suggestions were generated for game designers and future researchers.
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