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題名:探討運用商業模擬遊戲與翻轉教室於學生創業知識和技能、態度、意圖、參與度、高層次思維和學習成績之影響
作者:Lusia Maryani Silitonga
作者(外文):Lusia Maryani Silitonga
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所
指導教授:吳婷婷
學位類別:博士
出版日期:2023
主題關鍵詞:創業教育創業知識技能創業態度創業意向學生敬業度高層次思維能力學習成績翻轉課堂商務模擬遊戲entrepreneurship educationentrepreneurial knowledge skillsentrepreneurial attitudeentrepreneurial intentionstudent engagementhigher-order thinking skillslearning achievementflipped classroomsbusiness simulation games
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隨著各國大專校院創業教育的迅速發展,我國政府也越來越重視創業教育。創業教育一直是促進經濟振興和發展的潛在媒介和驅動力。通過創業教育的答疑解惑,學生可以變得更有進取心,也更有助於初創企業發展壯大。
本文的主要研究目的,首先是探討在翻轉課堂中使用商業模擬遊戲(BSG)進行創業教育對提升學生創業知識與技能、創業態度、創業意向、學生參與、高層次思維能力(HOTS)及學習成就的效果,其次是探討創業知識與技能對學生創業態度、創業意向、學生投入、高層次思維能力及學習成就的影響。 研究方法採用實驗組和對照組的准實驗設計,以及半結構式訪談的定性研究。 研究對象為來自印尼的48名大學生。實驗組和對照組都參與了翻轉課堂,其中實驗班的教學材料為BSG。研究結果表明,在翻轉課堂中使用 BSG對創業知識和技能、態度、意向、學生參與、學習成就和提高 HOTS產生顯著影響。此外,新冠肺炎疫情妨礙了樣本的獲取。未來研究將選取大樣本和相關度高的科系學生為研究對象。
The Government expresses a growing interest in entrepreneurship education (EE), and there has been tremendous growth in EE at the world's higher education institutions. The potential of entrepreneurship as a medium to promote economic rejuvenation and development has been the driving force behind this expansion. EE was founded on the concept that entrepreneurship can be taught, that students can become more enterprising, and that this can make it easier for new businesses to start.
The primary purpose of the study is, first, to explore the effect of EE using Business Simulation Game (BSG) in flipped classrooms on improving students' entrepreneurial knowledge and skills, entrepreneurial attitude, intention, student engagement, higher-order thinking skills (HOTS), and learning achievement, and, second, to examine the influence of entrepreneurial knowledge and skills on students’ entrepreneurial attitude, entrepreneurial intention, student engagement, higher-order thinking skills, and learning achievement. The research design is a quasi-experiment with one control group and one experiment group, while the semi-structured interview is applied for a qualitative approach. The total participants are 48 undergraduate students from Indonesia. Both the experimental and control groups participated in the flipped classrooms. However, the instructional materials for the experimental class used a BSG. The quantitative and qualitative analysis results showed that using BSG in flipped classrooms positively affected entrepreneurial knowledge and skills, attitude, intention, student engagement, learning achievement, and improved HOTS. In addition, the COVID-19 epidemic hindered the sampling and representation of respondents. Future studies should employ a larger sample size and students who have taken courses relating to the topic under discussion.
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