PaGamO遊戲式學習平台融入國中數學課後學習成效之研究

本研究主要目的在探討PaGamO遊戲式學習平台融入國中數學課後學習成效，採準實驗研究法並搭配質性研究，以臺北市某市立國中八年級兩個班級的學生為研究對象，包含實驗組22人，在PaGamO遊戲式學習平台進行課後作業；對照組25人，以傳統的紙筆進行課後作業。研究以量化為主、質性為輔的方式進行，量化資料有數學領域學習態度量表、數位學習滿意度問卷、第一次數學定期考查及第二次數學定期考查，並以SPSS 22.0版統計軟體進行分析；質性資料以學生文字回饋及半結構式訪談進行，以了解學生的學習態度與對數位學習模式的看法與感想。根據研究結果，本研究主要發現如下：一、經由「數學領域學習態度量表」，研究顯示PaGamO遊戲式學習平台未顯著提升國中生數學科學習態度。二、經由「數位學習滿意度問卷」，研究顯示大部分學生對於在PaGamO遊戲式學習平台進行課後作業持正向的看法。三、 PaGamO遊戲式平台未顯著提升國中生數學科學習成效。四、利用PaGamO遊戲式平台進行課後作業的國中生在學習態度與自我效能之間有顯著的高度正相關。五、利用PaGamO遊戲式平台進行課後作業的國中生在學習模式滿意度與科技接受度之間有顯著的高度正相關。六、利用PaGamO遊戲式平台進行課後作業的國中生在學習態度與第二次數學定期考查之間有顯著的中度正相關。七、利用PaGamO遊戲式平台進行課後作業的國中生在自我效能與第二次數學定期考查之間有顯著的高度正相關。

關鍵字

PaGamO ；遊戲式學習；學習態度

並列摘要

The main purpose of this study is to explore the effectiveness of using the PaGamO platform to help students to learn math after class. A quasi-experimental design and qualitative research was adopted in the study. The participants were from two classes of the eighth graders in a junior high school in Taipei, including 22 students in the experimental group, who used PaGamO platform to do their homework, and 25 students in the control group, who do traditional pen and pencil homework. This study implemented a quantitative method supplemented with qualitative data. The quantitative data were collected through the mathematics learning attitude scale, the digital learning satisfaction questionnaire, the first sectional exam, and the second sectional exam. SPSS 22.0 was used to analyze the data. Also, the qualitative data were collected through students’feedbacks and semi-structured interviews to understand students’ learning attitudes and their perceptions towards digital learning. The findings of this study are as follows: 1. The results of the mathematics learning attitude scale showed that the PaGamO game-based learning platform did not t significantly improved students’learning attitude towards math. 2. The results of the digital learning satisfaction questionnaire showed that most students held a positive view of the after-class homework on the PaGamO platform. 3. The PaGamO platform did not significantly improve junior high school students’ learning achievement in math. 4. There was a highly positive correlation between the learning attitudes and the self-efficacy among junior high school students who use the PaGamO platform to do their homework assignments. 5. There was a highly positive correlation between the degree of satisfaction with the learning model and the acceptance of technology among junior high school students who use the PaGamO platform to do their homework assignments. 6. There was a moderately positive correlation between the learning attitudes and the second sectional exam scores among junior high school students who use the PaGamO platform to do their homework assignments. 7. There was a highly positive correlation between the self-efficacy and the second sectional exam scores among junior high school students who use the PaGamO platform to do their homework assignments.