Kodu遊戲設計教學對國小學童運算思維提昇成效之研究

鄭國明 ； 林群峰 ； 溫嘉榮

《TANET2017 臺灣網際網路研討會》 2017年 (2017/10) Pp. 1566-1572

https://doi.org/10.6728/TANET.201710.0275

摘要

本研究旨在探討Kodu（Microsoft Kodu Game）遊戲設計教學對國小五年級男女學童運算思維提昇成效之效益，並進一步藉由認知風格變項以及學業成績變項，分析實驗組學童運算思維提昇成效之差異。本研究採準實驗研究法，研究對象為高雄市市區國小五年級97位學童，以43位接受Kodu遊戲設計教學學童為實驗組；54位未接受Kodu遊戲設計教學學童為控制組，進行為期十六週之教學，結果顯示：(1)接受Kodu遊戲設計教學之學童，不論男生或女生，其運算思維提昇之成效皆有顯著效益。(2)實驗組中，不同「文字－圖像」認知風格之學童，其運算思維提昇之成效有顯著差異。(3)實驗組中，不同數學學業成績表現之學童，其運算思維提昇之成效有顯著差異。

關鍵字

Kodu ； 遊戲設計 ； 運算思維

並列摘要

The purpose of this study was to inspect the effectiveness of Kodu (Microsoft Kodu Game) game that was designed in teaching for improving the thinking. Students of fifth grade of boys and girls were taught to improve the effectiveness of computational thinking. Two groups of students in experimental and control group were selected. By means of cognitive style variables and academic achievement variables some factors are designed in comparing the difference of teaching result in these groups. Ninety-seven children were adopted in a Kaohsiung City Primary School, forty-three students were accepted as Kodu game design teaching children as experimental group; the other fifty-four subjects who did not receive Kodu game design teaching school as control group. The results show that: (1) Kodu game design students, regardless of boys or girls, the effectiveness of their thinking to enhance the effectiveness of all significant benefits. (2) In the experimental group, there were significant differences in the effectiveness of the thinking of the different 〞text-image〞 cognitive styles. (3) In the experimental group, the performance of the students with different math academic performance was significantly different.

並列關鍵字

Kodu ； game design ； computing thinking