導入「誘發式翻轉教室」成效分析－以水資源及防災教育遊戲學習為例

Effectiveness Analysis on Induced-Type Flipping Classroom

張玉連(Yu-Lien Chang) ； 蔡孟涵(Meng-Han Tsai) ； 康仕仲(Shih-Chung Kang)

《災害防救科技與管理學刊》 Volume 4 Issue 2 (2015/09) Pp. 19-58

https://doi.org/10.6149/JDM.2015.0402.02

Abstracts

本研究以整合數位互動教學系統，對防災教育推廣適用性與效益進行探討。以水資源及防災知識為主，開發一水資源及防災教學系統（以下稱本系統），包含三套攻防式為主的Water Games與一本電子書，經實際測試及使用回饋，瞭解本系統誘發自主學習動機的成效與是否產生學習遷移，以提供環境資源與防災教學參考。由二場營隊121份有效問卷分析發現，本系統不受性別與年齡影響，普遍為大眾接受；電腦遊戲顯著提升學習意願（p=.009）；認同攻防式遊戲有助於應變策略能力提升者達92%；98%願意主動關注水資源及防災議題，且願意延長接觸此議題時間（p=.006）。本系統屬數位電子教材，可有效率地透過網路向大眾推廣，建議未來可納入環境資源議題與防災教育推廣的選項。

Keywords

遊戲式學習 ； 誘發式翻轉課堂 ； 體驗學習 ； 學習遷移 ； 防災教育

Parallel abstracts

This study explored the applicability and effectiveness of integrating digital interactive teaching systems as regards environmental resources and disaster prevention education. This study developed a water resources and disaster prevention education system (hereinafter referred to as the system) that contains three sets of water resource and disaster prevention games, which are mainly offensive and defensive strategies along with an e-book. In this study, with actual testing and user feedback, we learned the possibilities and applicability of independent learning motivations for the transfer of learning and environmental resource issues and disaster prevention. A total of 121 valid questionnaires were analyzed from two groups. It was found that the system was not affected by gender and age, as is generally accepted by the public. However, computer games significantly enhanced the willingness to learn (p=.009). Subjects who were able to recognize games with offensive and defense strategies increased the ability of response strategies, which reached 92%. A total of 98% of the subjects were willing to take initiative to focus on the issues of water resources and disaster prevention and were willing to extend the time in contact with these issues (p=.006). Additionally, the system is a source of digital electronic teaching materials, which can effectively be promoted to the public on the internet. In the future, it is suggested to incorporate other issues of environmental resources and options for the promotion of disaster prevention education.

Parallel keywords

Game-based learning ； Inducted-type flipped classroom ； Experiential learning ； transfer of learning ； Disaster prevention education

References

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