在遊戲式學習中加入維持學生興趣的元素-以系統程式課程為例

近年來由於電腦設備與行動裝置的快速發展，愈來愈多的課程發展建立於遊戲式學習上，使得學生不必拘泥於一般的傳統課程，可以以遊戲的方式學習課程內容。但從先前研究可發現許多遊戲式學習的實驗環境都被限定在指定的地點或限制的時間上使用，使得學生一旦離開了實驗環境就無法進行學習，讓學習無法繼續延續下去。此外遊戲式學習亦容易出現另一情形，即是在長時間進行遊戲式學習的情況下，即使遊戲的元素仍存在，但因為遊戲內容的一成不變，容易產生倦怠感。基於上述兩種情形，本研究從兩個方向設計遊戲，一為遊戲介面圖形的變化，另一則為遊戲中加入提醒功能，透過遊戲介面的變化與提醒功能以延續學生使用系統的時間。實驗結果顯示學生對於輔助學習系統皆表示認同，在遊戲圖形的變化刺激下，能有效的延續學生遊戲使用時間，維持高度的學習興趣，並且對學習態度都有正面之影響。提醒功能雖然無法有效的改善學生的學習興趣、學習態度，但是亦能有效的延續學生的遊戲使用狀況。表示遊戲介面圖形的變化和遊戲中加入提醒能有效的改善學生在遊戲式學習中的使用狀況。

關鍵字

遊戲式學習；圖形變化；提醒功能；遊戲使用時間；學習興趣；學習態度

並列摘要

In recent years, due to the rapid development of computer equipment and mobile devices makes more and more curriculum development built on the game-based learning. So that students do not stick to the traditional curriculum that allows students to use game to learn.However, many previous studies can be found in the experimental environment learning games are defined on the designated location or in limit time. Once students leave the laboratory environment will not be able to learn, so that learning can not be continued. Besides the game-based learning is also have another situations. That is the case for a long time using of game-based learning even if the game elements is still there, but the immutable game content makes people easy to tired. Based on the above two cases, the study design of the game from two directions. One is to change the game interface graphics, another is add reminder into the game. Through change game’s interface and reminders function to continue make students to use the system time. Experimental results show that the students are learning system for auxiliary agrees. Changes in game graphics can effectively stimulate the continuation of the student game time, and to maintain a high degree of interest in learning. Changes in game graphics have a positive impact on the learning attitude. Reminding function can not effectively improve students' learning interest and learning attitude, but also effective continuation of the student's game usage. Means change the game interface graphics and game add reminders function can effectively improve student learning in the game of usage.

並列關鍵字

game usage ； reminders function ； change interface graphics ； learning interest ； learning attitude.

參考文獻

62. Köller, O., Baumert, J., & Schnabel, K. (2000). Zum Zusammenspiel von schulischem Interesse und Lernen im Fach Mathematik: Längsschnittanalysen in den Sekundarstufen I und II. In U. Schiefele & K. Wild (Eds.), Interesse und Lernmotivation – Untersuchungen zu Entwicklung Förderung und Wirkung (pp. 163–182). Münster: Waxmann.

1. Wang, RL; Wiesemes, R; Gibbons, C(2012). Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study. Computers & Education, 58(1), 570–578.

2. Jiau, H. C., Chen, J. C. & Ssu, K. F. (2009). Enhancing Self-Motivation in Learning Programming Using Game-Based Simulation and Metrics. IEEE Transactions on Education, 52(4), 555-562.

3. Jennifer L. Eastwood , Troy D. Sadler, (2013). Teachers’ implementation of a game-based biotechnology curriculum. Computers & Education 66 (2013) 11–24

4. J. Cheon, S. Lee, S.M. Crooks and J. Song, (2012). An investigation of mobile learning readiness in higher education based. Computers & Education, 59(3), 1054-1064.

國際替代計量

在遊戲式學習中加入維持學生興趣的元素-以系統程式課程為例

全文下載

主題瀏覽