動機理論融入悅趣化數位學習對國小學生防災教育學習成效之影響

Impact of Learning Motivation Theory Integrated into Digital Game-Based Learning on Elementary School Students' Effectiveness of Disaster-Prevention

凃佳豪(Chia-Hao Tu) ； 歐陽誾(Yin Ouyang)

《教育學誌》 30期 (2013/11) Pp. 85-135

摘要

本研究目的在探討將悅趣化數位學習整合學習動機理論應用於國小五年級防災教育，對於學生學習動機與防災素養的影響。本研究採準實驗研究法之不等組前後測設計，以兩班國小五年級的學生為研究對象，一班為實驗組，接受悅趣化數位學習，另一班為對照組則進行網頁式學習。實驗期間為四週，共進行四個單元的防災教育課程。本研究主要發現有：經過悅趣化數位學習後，實驗組學生在「防災課程學習動機量表」中注意、相關、信心與滿足四個面向之表現皆為正向；實驗組學生在防災素養中的「知識」與「態度」與對照組並無顯著差異，不過在防災素養之「技能」面向顯著優於對照組；實驗組學生對於「悅趣化數位學習」之學習內容、學習環境與系統均給予正面的肯定。

關鍵字

防災素養 ； 防災教育 ； 悅趣化數位學習 ； 學習動機

並列摘要

The purpose of this study was to explore the impact of learning motivation theory integrated into digital game-based learning on elementary school students' learning motivation and disaster-prevention literacy. The researchers conducted nonequivalent-control group design. The subjects were 46 fifth grade students from two classes. In the experimental group (composed 23 pupils), students participated in a disaster-prevention education which was designed by applying digital game-based learning. In the control group (composed 23 pupils), students accepted online course of disaster-prevention education. The course included four units and the whole experiment period lasted four weeks. After participating in the course of disaster-prevention education, students in the experimental group have positive comments on each part of the Scale of Learning Motivation of Disaster-Prevention Education and the disaster-prevention skills of the experimental group was significantly higher than that of the control group. Students in experimental group also have positive attitudes toward the learning content, learning environment and systems of the digital game-based leaning.

並列關鍵字

digital game-based learning ； disaster-prevention education ； disaster-prevention literacy ； learning motivation

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