- 期刊
應用遊戲式學習於古典通識課程學習效能之研究
A Study on the Effectiveness of Gamified Learning in Classical General Education
摘要
現在教育思維轉變為以學生學習為中心、強化學習成效為導向的趨勢下，透過遊戲式學習能夠有效增強學習專注度與效能。針對古典文學的傳承，為了避免傳統枯燥乏味的講述式教學，應用遊戲式學習成為教學新解方。故本研究旨在探討運用遊戲式學習在蘇軾茶文學課程的學習成效，在學習目標與課程專題內容的匹配下，研發蘇軾茶文學課程「查器驚心」、「點茶三昧手」、「HOLD住你的『泉』名」三款數位遊戲融入課程進行學習。研究對象選定臺灣某科技大學修習蘇軾茶文學通識課程的不同專業系所學生，有實驗組（35人）與控制組（37人），經準實驗教學的等組前後測設計進行課程，以驗證遊戲學習對學習成效之影響。本研究實施6週以「茶文學數位遊戲」為教學介入因素的準實驗教學，研究工具為自編之學習成就測驗，有改編自文獻的學習動機問卷及學習滿意度量表，分別就2組學生進行施測；另輔以15位實驗組學生訪談，以及教學日誌反思等質性資料彙整。準實驗教學結果支持遊戲學習能有效提升蘇軾茶文學通識課程的學習動機、學習成就及學生學習滿意度。最後，提出研究建議，期能提供古典通識課程教學與研究者為後續之研究參考。
並列摘要
The current education trend has shifted towards a learner-centric approach that emphasizes enhancing learning effectiveness. In this context, game-based learning has proven to be an effective means of enhancing learners' focus and efficiency. Regarding the inheritance of classical literature, the application of game-based learning has become a new pedagogical solution to address the traditional monotonous lecture-style teaching. This study aims to investigate the learning effectiveness of game-based learning in a course on Su Shi's tea literature. Aligning with the learning objectives and course content, three digital games, namely "Cha qi jing xin," "Dian cha san mei shou," and "Hold Your 'Spring' Name," were developed for the Su Shi tea literature course and tend to enhance players' engagement. The participants were students from different academic programs at a technological university in Taiwan. With an experimental group (n=35) and a control group (n=37). A quasi-experimental design with pre- and post-tests was employed to examine the impact of game-based learning on learning effectiveness. The quasi-experimental teaching intervention lasted 6 weeks, with the "Digital Games on Tea Literature" as the intervention. The research instruments included a self-designed learning achievement test, an adapted learning motivation questionnaire, and a learning satisfaction scale, which were administered to both groups. Additionally, qualitative data were collected through interviews with 15 students in the experimental group and reflections on teaching journals. The results of the quasi-experimental teaching support the notion that game-based learning can effectively enhance learning achievement, learning motivation, and student satisfaction in the general education course on Su Shi's tea literature. Finally, the study provides research recommendations to serve as a reference for future teaching and research on general education courses in classical literature.