本研究透過設計數位多媒體及遊戲學習教材來輔助音樂學習,並探討應用這些數位教材對於國小學生音樂節奏的學習成效與教材回饋。本研究採準實驗研究法,研究對象為47位國小五年級學生,研究時間為三週,實驗組以數位遊戲式教材進行學習,控制組則使用多媒體教材進行學習,各組皆於實驗前實施節奏測驗前測,並於實驗結束後實施節奏測驗後測及填答教材使用回饋問卷,並於兩週後再實施節奏測驗延宕測驗,以此瞭解學習者使用教材後的學習成效與學習保留。相關研究結果如下:一、使用數位遊戲式教材或多媒體教材輔助教學對於節奏學習成效無顯著差異;二、使用數位遊戲式教材輔助教學對於學習的保留效果較好;三、學習者對於使用多媒體及遊戲學習教材輔助音樂學習皆有正向回饋。
The purpose of this study is to explore the learning effects and satisfaction with using multimedia learning and game-based learning materials to assist music courses for elementary school students. A quasi-experimental design was adopted, and 47 fifth-grade students participated in the research. The students were divided into experimental and control groups. The learners in the experimental group used game-based learning materials for music practice, and the learners in the control group used multimedia learning material for practice. The experiment lasted three weeks and data from learners' rhythm pretest, posttest, satisfaction questionnaires, and delayed tests were collected to understanding the learning effects of using the learning material and gather feedback. The research findings demonstrated that 1. no significant difference was observed between the effects of learning rhythm with multimedia versus game-based learning material; 2. learners who used game-based learning materials performed better on the delayed test than learners who used multimedia material; and 3. students had positive perceptions toward multimedia learning and game-based learning materials.