遊戲化問題導向學習之研究以人力資源發展課程為例

Gamification with Problem-Based Learning : HRD as an example.

林宥吟(You-Yin Lin)

指導教授 ： 鍾志鴻

淡江大學/教育學院/教育科技學系碩士班/碩士(2020年)

https://doi.org/10.6846/TKU.2020.00846

摘要

遊戲化問題導向教學是將兩種不同的教學法結合，用以提升學習參與度、學習動機、學習成就。然而卻鮮少有研究者將此二種教學法結合，並進行探討影響學習者的各個構面，以及各個構面之間的影響關係為何。本研究以設計本位研究法，進行18週的課程規劃設計，透過問卷蒐集學生於遊戲化問題導向教學之學習滿意度，以及透過期末考試成績用以檢視學習成就，並使用偏最小平方結構方程式模組分析結果可得知，績效預期、付出預期、社會影響於學習滿意度有正向性影響，而幫助條件卻間接影響學習滿意度，因此教學者應適當給予協助並鼓勵學習者，以提升學習者幫助條件於學習滿意度之直接正向性關係。透過本研究結果，期望於教學設計者、教師在教學過程中有實質性之幫助，並提升教學效率與有效性。

關鍵字

遊戲化 ； 問題導向學習 ； 人力資源發展課程 ； 學習滿意度 ； 設計本位研究法

並列摘要

Because undergraduate students have typically exhibited low motivation when pursuing traditional learning methods, this study adopted a gamification problem-based learning model and a computer-based three-dimensional sandbox game to motivate students of a human resources development course. For systematicity in our curriculum planning and implementation, we reviewed the literature regarding the following five steps of the proposed gamification problem-based learning model: (1) finding problems, (2) collecting data, (3) integrating information, (4) assessment, and (5) reflection. Our curriculum design focused on four major topics of human resource development: (1) needs analysis, (2) the competency model, (3) training and development planning, and (4) leadership and communication. Teaching activities in our 3D computer sandbox games were as follows: (1) establishing ideal homes, (2) identifying the roles and abilities of each team member, (3) designing beginners’ training courses, and (4) capture-the-flag team competitions. Finally, in this design-based study, we noted that students’ final exam grades significantly improved from 2018 to 2019. For the instructional design, we used four crucial topics to design problems. To explore what significant factors influence students’ learning satisfaction, we developed a student satisfaction questionnaire. We adopted partial least squares structural equation modeling to analyze the relationships between components. Based on the results elucidating the learning outcomes of students who participated in gamified 3D problem-based learning (PBL), we gave prescriptions for implementing such innovative teaching plans, which can enhance learning effectiveness in the courses.

並列關鍵字

Gamification ； Human resource development ； Learning satisfaction ； Problem-based learning ； Design-based Research

參考文獻

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