導入表格式心智工具至數位遊戲學習模式的潛在負面效應－化學課程應用的反思

Potential negative effects of incorporating a grid-based Mindtool into digital game-based learning- Lessons learned from an application in a Chemistry course

廖畬柔(Yu-Jou Liao) ； 黃國禎(Gwo-Jen Hwang) ； 賴秋琳(Chiu-Lin Lai) ； 吳書豪(Shu-Hao Wu)

《國立臺灣科技大學人文社會學報》 16卷2期 (2020/06) Pp. 183-211

摘要

本研究提出基於表格式心智工具的合作學習模式，欲瞭解此模式對學生之自然科學習成效與感受的影響。本研究的實驗對象為臺灣北部一所國中八年級兩個班的學生，分別為實驗組與控制組。實驗組在數位遊戲進行過程中，以小組的方式透過表格式心智工具來完成線上學習任務；控制組在數位遊戲進行過程中，以小組合作方式完成線上學習任務。其研究結果發現實驗組認知負荷較高，群體自我效能較低，且兩組學生自然科學習成效無顯著差異。針對結果與預期的不同，本研究列舉與討論其可能之原因，包含：抽象概念理解時間不足、學習者面對複雜心智工具的預期心理以及心智工具與遊戲的整合程度。

關鍵字

遊戲式學習 ； 合作學習 ； 表格式心智工具 ； 群體自我效能 ； 認知負荷

並列摘要

Researchers have pointed out the potential of educational computer games in improving students' learning performances and learning perceptions. For this study, a collaborative game-based learning approach with a grid-based Mindtool was developed. To evaluate the effectiveness of this approach, an experiment has been conducted in a junior high school science course. The participants were from two eighth grade classes. One class with 29 students was assigned to be the experimental group, while the other class with 25 students was the control group. The learning content was ＂knowing the elements＂ unit of the natural science course. The experimental results revealed that this approach increased the students' cognitive load and decreased their group efficacy; moreover, the learning achievements of the two groups were not significantly different. Based on these findings, an in-depth discussion was conducted.

並列關鍵字

game-based learning ； collaborative learning ； grid-based mindtool ； group efficacy ； mental load

參考文獻

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