ARCS動機理論融入競賽式遊戲對於國中國文科補救教學之學習動機及學習成就影響之行動研究

本研究旨在探討ARCS動機理論融入競賽式遊戲對於國中國文科補救教學之學習動機及學習成就影響。本研究以行動研究法於「國中國文科補救教學」進行教學，研究者以新竹市一所國中的二年級學生為樣本，篩選出8名國文低學習成就學生為研究對象，實施競賽式遊戲補救教學教案，根據成就動機理論、競賽學習、遊戲式學習的概念，建立研究架構，以競賽式遊戲來提高學生的學習動機。研究主要目的為：探討ARCS動機理論融入競賽式遊戲對於國中國文科補救教學之學習動機以及國文科學習之教學歷程、教學成效及教師反思。研究結論如下：一、國中國文科補救教學以ARCS動機理論融入競賽式遊戲，確實有助於提升低學習成就學生之學習動機。二、國中國文科補救教學以ARCS動機理論融入競賽式遊戲，確實有助於提升低學習成就學生之學習成就。根據以上研究結果提出競賽式遊戲之課程模式，加強學習落後的學生之國文科學習動機，以此作為其他國文科教師補救教學設計的參考，並提出國文補救教學設計的建議。

關鍵字

ARCS動機理論；競賽式遊戲；國文科補救教學；學習動機

並列摘要

The purpose of this research was, based on Keller’s ARCS motivational model, to develop and designs Chinese remedial teaching with competitive games on junior high school student, and to improve learning motivation and learning achievement through this activity. This study used action research to teach in the " Chinese remedial teaching on junior high school". The subjects came from the students in the 8th grade of Hsinchu one junior high school. 8 students were chosen and evaluated as the last 25% Chinese learning achievement. According to the concept of achievement motivation, competition learning, and game-based learning, establish a research structure, combine group game competition method with desktop game learning to promote student learning motivation. The main objectives of the study are exploring the process, result and the teaching reflection of research on motivation and achievement effects by adopting ARCS model with competitive games on Chinese remedial teaching. The research findings are as follows: 1. Students has a significant improvement in the learning motivation after Chinese remedial teaching with competitive games. 2. Students has significant improvement in the learning achievement after Chinese remedial teaching with competitive games. It is hoped that the research results can propose the Chinese remedial teaching with competitive games to strengthen the learning motivation of Chinese subject.