導入故事結構於遊戲式行動學習平台之建置與成效評估—以校園植物為例

The Development and Evaluation of a Mobile Game-Based Learning Platform with Story Grammar – A Case of the Plants in Campus

張傑名(Chieh-Ming Chang)

指導教授 ： 周文修

元智大學/資訊學院/資訊傳播學系/碩士(2011年)

摘要

過去在遊戲式行動學習的研究中，多數都將焦點放在學習動機與興趣的探討，對於影響學習成效之因素則未深入討論。而在故事理解能力的相關研究中已證實透過故事結構元素的分析教學，能協助學習者記憶、理解與回憶，對於學習成效與保留具有正面助益。因此本研究試圖藉由導入故事結構於遊戲式行動學習，來協助學習者組織與建構學習內容，加強學習保留程度，並維持學習動機與興趣。為探究導入故事結構於遊戲式行動學習對於學習成效與態度之影響，本研究採準實驗法之不等組前後測設計，並選定桃園縣某國小三年級兩班學生共52人，分別施以不同教學法的校園植物學習活動，並透過獨立樣本t檢定來考驗學習成效是否有顯著差異。經實驗結果統計分析證實，採用導入故事結構之遊戲式行動學習平台輔助校園植物認識之實驗組，與非導入故事結構之遊戲式行動學習的控制組其植物認識學習成效有顯著差異，且延宕保留效果較佳。此外，透過學後問卷及故事理解程度調查問卷發現，實驗組學生認為遊戲式行動學習能提高他們的學習動機與興趣，加強學習理解與記憶能力，增加對於自然科學習的信心，顯示導入故事結構於遊戲式行動學習除了能改善學習成效，在學習態度也具有正面的影響力。

關鍵字

遊戲式行動學習 ； 故事結構 ； 學習成效

並列摘要

In the last few years, many research on mobile game-based learning usually put the main stress on the motivation of learning, but there were little attention have been given to the factor affecting learning. Moreover there are many research have proved that Story Grammar Analysis can help with learning, understanding and retention. For reasons mentioned above, this study attempt to assist learner to establish and construct knowledge, strengthen retention ability, and keep motivation of learning. The purpose of this study is to explore the learning effectiveness and learning attitudes by utilizing mobile game-based learning with Story Grammar, and makes use of quasi-experimental designs for research experiments. 52 third grade students of elementary school were arranged into two groups: experimental group (with Story Grammar) and control group (without Story Grammar), and Independent t Test was applied to analyze the data. According to the statistical results of the experiment, it shows that there is significant difference of learning achievement between the experimental groups and the control groups. Moreover, mobile game-based learning with Story Grammar has better positive learning attitude and motivation in experimental groups than in control group. In conclusion the present research has shown a mobile game-based learning with Story Grammar strategy will be highly effective when compared to a regular mobile game-based learning instructional trajectory and highlighted promising new directions for future research along these lines.

並列關鍵字

Mobile Game-Based Learning ； Story Grammar ； Learning Effectiveness

參考文獻

Rollings, A. & Morris, D.（2004）。大師談遊戲架構與設計理論（史萊姆工作室譯）。上奇科技股份有限公司。

許甲奇（2008）。以情境感知行動學習系統輔助植物辨識教學之研究。國立臺灣師範大學工業科技教育學系碩士論文，未出版，台北。

孫聖和（1999）。遊戲理論及幽默感應用於設計教育之可行性初探。國立台灣師範大學工業教育研究所碩士論文，未出版，台北市。

蕭顯勝、馮瑞婷、簡正杰、黃向偉、洪琬諦（2007）。無所不在環境下之混合式非正式學習系統之建置。生活科技教育月刊生活科技教育月刊生活科技教育月刊生活科技教育月刊，39-56。

Boulineau, T., ForeIII, C., Hagan-Burke, S., & Burke, M. D. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning disability Quarterly, 27(2), 105-121.