不同媒體豐富性學習方式對心流及內在、外在與增生認知負荷之影響－遊戲式學習對非遊戲式學習

The Impact of Different Media-Rich Learning Methods on Flow and Intrinsic, Extraneous and Germane Cognitive Load: Game-based Learning vs. Non-GBL

張基成(Chi-Cheng Chang) ； 嚴萬軒(Wan-Hsuan Yen) ； 林冠佑(Kuan-Yuo Lin)

《工程、技術與STEM教育研討會》 第十屆 (2021/07) Pp. 194-204

https://doi.org/10.29619/STEM.202107.0016

摘要

本研究探討不同媒體豐富性學習方式（遊戲式學習與非遊戲式學習）對心流與不同種類認知負荷（內在、外在、增生認知負荷）之影響。研究對象是某科技大學修習通識教育的「生活與科技」課程之兩班學生。其中一班為實驗組50人，另外一班為控制組53人，共103人。實驗組使用數位遊戲式學習教材，控制組使用非遊戲式學習教材（網頁式教材）。結果顯示，遊戲式學習的心流顯著優於非遊戲式學習。遊戲式學習所產生的樂趣、專注及對學習的控制皆顯著高於非遊戲式學習。遊戲式學習的外在認知負荷顯著低於非遊戲式學習，遊戲式學習的增生認知負荷顯著高於非遊戲式學習。兩組之內在認知負荷無顯著差異。心流與內在認知負荷、外在認知負荷為顯著負相關；心流與增生認知負荷為顯著正相關。綜合上述發現之總結論為媒體較豐富的遊戲式學習對心流與三種類認知負荷有顯著影響。文末對教學者、學習者及未來研究提出建議。

關鍵字

心流 ； 媒體豐富性 ； 認知負荷 ； 遊戲式學習

並列摘要

The study aims to explore the influences of different media- richness learning methods (game-based learning and non-game-based learning) in flow and various cognitive loads (intrinsic, extraneous and germane). Participants are the students of two classes who took the General Education course -- Life and Technology at some university. There are totally 103 students with one class (experimental group 50) and another class (control group 53). The experimental group used game-based learning material while control group used non-game-based learning material (Web-page material). The result revealed that the flow of game-based learning is significantly better than that of non-game-based learning. Game-based learning has higher performances in interest, intention and control than non-game-based learning does. Extraneous cognitive load of game-based learning is significantly lower than that of non-game-based learning, while germane cognitive load of game-based learning is significantly higher than that of non-game-based learning.. There are significantly negative correlations between flow and intrinsic cognitive load and between flow and extraneous cognitive load. There is a significantly positive correlation between flow and germane cognitive load. The study finally proposes recommendations to instructors, learners and future researches.

並列關鍵字

Cognitive load ； Game-based learning ； Flow ； Media richness