從認知負荷觀點探討鷹架輔助遊戲式學習於人體血液循環之研究

The Effects of Scaffolding for Game Based Learning: From Cognitive Load Perspectives

楊心怡(Hsin-I Yung)

《教育傳播與科技研究》 106期 (2013/12) Pp. 65-78

https://doi.org/10.6137/RECT.2013.106.04

摘要

生物科學的學習強調學習者經由探究活動主動觀察假設驗證。遊戲式學習便提供了具備探索以及親身體驗的學習機會，讓學習者能藉由完成任務的過程，逐步驗證其學習的概念。尤其運用鷹架輔助學習者在互動的學習環境，能增進學生生物科學概念的理解。因此本研究運用鷹架輔助於遊戲式學習教導七年級學生學習人體心臟血液循環並分析學習者在學習成效、認知負荷以及自我調整學習的影響。試圖發掘鷹架運用遊戲式學習的價值。研究結果發現鷹架輔助遊戲式學習對學習成效有正向的影響，並且能有效降低學習者的認知負荷。由於鷹架輔助能幫助學習者思考任務中的關鍵內容，喚起學習者先備知識，促使學習者連結新舊學習經驗有效達成遊戲目標。同時本研究亦發現認知負荷與自我調整學習有顯著的負相關，此顯示當學習者的認知負荷愈低，愈有可能將有限的認知資源運用於自我監控以及自我判斷。進而其自我調整學習的表現愈好。

關鍵字

鷹架輔助 ； 遊戲式學習 ； 認知負荷

並列摘要

Biology science is the study which aimed to use interacting activities that enable learners to explore and explain biological observations and find solutions. Game based learning has provided great opportunities to engage learners with meaningful scenarios and interactive experience. Especially, educational games require instruction designed for learners with different levels of prior knowledge. From cognitive perspectives, using scaffolding as instructional support for learners to attend, organize and integrate will facilitate learners to build solid mental representation. Thus, the study was aimed to explore the effects of scaffolding in game based learning for learning human heart circulation toward learning performance, cognitive load and self-regulation learning. Empirical data showed using scaffolding in game based learning could enhance learning performance as well as decrease cognitive load. It may suggest scaffolding could support learners to focus on important concepts and activate their prior knowledge in order to complete tasks. In addition, the study also found cognitive load and self-regulation has negative correlation. It may indicate when learners had lower cognitive load, they will be able to devote more working memory resources in self-monitoring.

並列關鍵字

Cognitive load ； Game based learning ； Scaffolding

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