透過角色扮演模擬增進小組學生參與與自我效能於少子高齡化的方案規畫

USING ROLE-PLAY SIMULATION TO FACILITATE STUDENTS' PARTICIPATION AND SELF-EFFICACY IN THE PROGRAM PLANNING OF LOWER-BIRTH RATE AND AGING POPULATIONS

廖長彥(Chang-Yen Liao)

《國立臺灣科技大學人文社會學報》 17卷2期 (2021/06) Pp. 197-216

摘要

學生在小組活動中，擁有較高的參與度與自我效能，對於促進學生的學習表現，具有正向的影響。特別是在，學生在面對具有高度複雜度的少子高齡化問題時，更需要一套能幫助他們的方法。然而，在大多數情況，學生不清楚在小組中自己需要擔負何種責任，也對自身缺少信心。近年來，角色扮演與遊戲化卡牌引導逐漸受到許多教育人士的重視，不只因為這些方法能幫助學生學習解決複雜問題，也能指引學生扮演不同專業角色參與討論。因此，本研究嘗試利用角色扮演模擬結合遊戲化卡牌引導方法，讓學生組成的方案小組提出所屬縣市面臨少子高齡化的解決方案。參與對象為23位大學生，分別組成6個小組。進行為期一學期共18週的課程。初步分析發現此模式能對學生產生正面參與影響，並能提高自我效能。

關鍵字

角色扮演模擬 ； 遊戲化卡牌 ； 小組活動投入 ； 自我效能 ； 少子高齡化

並列摘要

Students have higher participation and self-efficacy in group activities, which have a positive impact on promoting students' learning performance. Especially when students face the problem of aging children with high complexity, they need a set of approaches to help them. However, in most cases, students do not know what responsibilities they need to take in the group. In recent years, role-playing and gamification cards have gradually received attention from many educators. Not only because these methods can help students learn to solve complex problems, but they also guide students to play different professional roles to participate in discussions. Therefore, this study attempts to use role-playing simulations combined with the gamification cards guidance approach, so that each group proposes a solution to the lower-birth rate and aging populations of the cities in which they live. 23 college students participated, with 6 groups during one seminar. Preliminary analysis found that this approach can produce positive participation and improve students' self-efficacy.

並列關鍵字

role-play simulation ； gamification cards ； the engagement of group activity ； self-efficacy ； lower-birth rate and aging populations

參考文獻

劉宜君（2019）。高齡社會的代際共融議題之研究。福祉科技與服務管理學刊，7 （2），99-108。doi: 10.6283/JOCSG.201906_7(2).99

Baker, A., Navarro, E. O., & van der Hoek, A. (2005). An Experimental Card Game for Teaching Software Engineering Processes. Journal of Systems and Software, 75(1-2), 3-16. doi: doi. org/10.1016/j.jss.2004.02.033.

Bell, P. T., Martinez-Ortega, B. A., & Birkenfeld, A. (2020). Organic Chemistry I Cassino: A Card Game for Learning Functional Group Transformations for First-semester Students. Journal of Chemical Education, 97(6), 1625-1628. doi: 10.1021/acs.jchemed.9b00995.

Bellack, A. S., Hersen, M., & Turner, S. M. (1978). Role-play Tests for Assessing Social Skills: Are They Valid? Behavior Therapy, 9(3), 448-461. doi: 10.1016/S0005-7894(78)80089-6.

Chen, C. H., & Yang, Y. C. (2019). Revisiting the Effects of Project-based Learning on Students’ Academic Achievement: A Meta-analysis Investigating Moderators. Educational Research Review, 26, 71-81. doi: 10.1016/j.edurev.2018.11.001.