利用線上遊戲於國小一年級至三年級學童防災教育推廣效益之研究－以桃園防災教育館為例

台灣因地理環境特性，經常遭受天然災害的衝擊，造成生命財產損失，為從小學紮根防災教育，以降低生命財產損失，本研究以桃園防災教育館為例，針對國小一年級至三年級學童參訪活動，結合美國線上教育平台－Kahoot!，以「報案電話」、「用火用電安全」等題材為研究主題，並以SPSS軟體分析防災教育推廣效益。研究結果顯示，學童之防災知識程度與其災害預防及應變能力正相關，當學童防災知識愈富足，愈具備正確積極的防災應變能力；而背景條件差異則顯示性別在防災認知、態度與技能並無懸殊差異；電視仍為獲取災害知識之主要管道；是否參訪過防災館則對一、二年級學童之防災認知能力影響較小，此研判與學童認知基模建構發展及導覽員解說方式有關；而是否經歷或感受過災害確實影響學童之防災素養能力。

關鍵字

防災教育； KAHOOT ；遊戲式學習

並列摘要

Taiwan often suffers natural disasters such as typhoons, torrential rains, and earthquakes, causing severe loss of life and property. Under the premise that disaster prevention education is included in Grade 1-9 Curriculum Guidelines, the disaster prevention education program has become one of the compulsory courses for schoolchildren. It is vital for primary school children to acquire disaster prevention knowledge, strengthen basic disaster prevention concepts, and then gradually promote simple rescue or response skills while they are in the face of disasters, so to reduce the loss of lives and property. This research combined with an online interactive education platform in the United States - Kahoot! to further explore disaster promotion, guide training, so to research disaster prevention literacy regarding reporting cases, fire and electricity safety, and other types of disasters, and analyzed by SPSS software. The results suggested that disaster awareness is closely related to disaster prevention and response capabilities. Personal experiences correlate to disaster prevention literacy, not gender or whether you visited Taoyuan Disaster Education Center before. Conclusively, the findings suggest that Taoyuan Disaster Education Center design more interactive disaster prevention activities, upgrade current facilities in stages, and especially advance guide literacy training to enhance comprehensive guide abilities, so as to build a highly visualized and interactive center.

並列關鍵字

disaster education ； Kahoot ； gamification of learning

參考文獻

Chung, S. C. and Yen, C. J., “Disaster prevention literacy among school administrators and teachers: A study on the plan for disaster prevention and campus network deployment and experiment in Taiwan,” J. Life Sci, Vol. 10, pp. 203-214 (2016). 10.17265/1934-7391/2016.04.006

Barrio, C. M., Munoz-Organero, M., and Sanchez-Soriano, J., “Can Gamification Improve the Benefits of Student Response Systems in Learning? An Experimental Study.” IEEE Transactions on Emerging Topics in Computing, Vol. 4, No. 3, pp. 429-438. https://doi.org/10.1109/TETC.2015.2497459

Malone, T. W., “What makes things fun to learn? Heuristics for designing instructional computer games,” Proceedings of the 3rd ACM SIGSMALL Symposium and the First SIGPC Symposium on Small Systems, pp. 162-169 (1980). https://doi.org/10.1145/800088.802839

Plump, C. M. and LaRosa, J., “Using Kahoot! in the classroom to create engagement and active learning: A gamebased technology solution for eLearning novices,” Management Teaching Review, Vol. 2, No. 2, pp. 151-158 (2017). https://doi.org/10.1177/2379298116689783

Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., Lopez, X., Lopez, V., Rodriguez, P., and Salinas, M., “Beyond Nintendo: Design and assessment of educational video games for first and second grade students,” Computers & Education, Vol. 40, No. 1, pp. 71-94 (2003). https:// doi.org/10.1016/S0360-1315(02)00099-4

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