平板融入國小圓面積情境式數位遊戲之教學內容設計與評估

Design and evaluation of the situated e-learning game and teaching content on circle graphics supported by tablet PCs in the elementary school

翁詩茹(Shih-Ju Weng)

指導教授 ： 楊叔卿

國立清華大學/其它/學習科學研究所/碩士(2019年)

摘要

圓面積是國小數學科平面幾何課程中的重點之一，在相關研究文獻中發現，國小六年級的學生對複合圖形面積的組成較不易理解，若透過幾何的操作活動，將有助於學生了解和簡化複合圖形面積之計算。隨著數位科技的進步，近年來有許多科技融入教學的研究，文獻中多指出數位遊戲式學習法可提高學生的學習動機和成效。
因此，本研究旨在探討平板融入國小圓面積情境式數位遊戲教學，國小六年級學童對於情境式數學教學之感知，以及在圓面積單元中的學習成效、學習態度和圓複合圖形面積之切割重組解題歷程思維。
本研究採用「準實驗設計」的方法，對象為某國小六年級一個班級之學生，共27位學生，將班級學生分做實驗組和對照組。兩組學生於實驗前均接受數學成就測驗前測和數學學習態度量表前測，實驗過程為期四週，實驗課程共5節課。實驗組和對照組學生分別接受情境式數位遊戲和一般紙筆練習作為前四堂課程的統整活動和最後一節課的總複習活動。兩組學生於全部實驗結束後進行數學學習成就測驗與數學學習態度量表後測，比較兩組學生之學習成效、數學學習態度和切割重組解題歷程思維；經過兩週，實驗組與對照組在進行數學學習成就延後測，以比較其保留效果。
經實驗結果之分析統計後，研究發現情境式數位遊戲之教學，對學生而言是有趣的，能讓學生在較無壓力的情況下學習。因在教學情境中，學生化身為勇士，讓學生有了闖關的使命感，且在情境式數位遊戲之教學課程中，融入平板操作和循序漸進之教學設計，能顯著提升學生在圓形和複合圖形面積之學習成效。同時，在課程中融入平板操作的闖關活動，對於學生進行複合圖形面積的解題思維，有很大的幫助。尤其在圓複合圖形面積的進階圖形中，從解題歷程可看出實驗組的學生較能使用策略來簡化作答過程。
綜合上述，本研究所設計之「圓的奇幻旅程－拯救虎姑婆大作戰」是一個適合作為國小高年級圓形和複合圖形面積單元學習的輔助媒材，也期望本創新的情境式教學設計，能透過故事性、趣味性和意義性，引起學童對數學學習的興趣並提高六年級學生於圓形和複合圖形面積之學習成效、態度和解題技能。

關鍵字

數位遊戲式學習 ； van Hiele幾何思考層次理論 ； 情境式學習 ； 圓形和複合圖形面積 ； 平板電腦

並列摘要

The idea of circular area is one of the key points in the elementary school plane geometry course. In the relevant research literature, it is not easy for the students in the sixth grade of the elementary school to understand the circle and complex graph area. If we let students operate geometry activities, it will help students understand and simplify the calculation of composite graph area. With the advancement of the digital technology, there has been a lot of research about the integration of digital technology into education in recent years. The research literatures indicate that digital game-based learning could promote students’motivation and learning achievement. It can be seen that the repetitive operability of the mobile device and the situation with sound and light effects, in addition to allowing students to immerse themselves in learning activities, can stimulate their autonomy and enthusiasm more to enhance learning outcomes.
　The purpose of this study was to explore the perception and effects of integrating situated e-learning game teaching into circle graphics supported by tablet PCs in the elementary school.
　　This study adopted quasi-experimental design. The objects were 27 students in an elementary school who are the sixth grade students. These students were divided into an experimental group and a control group. Both groups of students received the mathematics achievement pretest and the mathematics learning attitude scale before the experiment. The experimental process lasted for four weeks and the experimental course consists of five lessons. The experimental group used situated e-learning game, the control group used the general pencil practice as the tool of integration and review activities. After the experiment, we compared the learning outcomes, mathematics learning attitudes and cutting and recombination abilities of the two groups of students through the mathematics learning achievement test and the mathematics learning attitude scale. After two weeks, the learning retention effect of the two groups of students was compared through the mathematics learning achievement delay test.
　　The results show that the teaching of situated e-learning game is fun for students and allows students to learn under less stress. In the teaching situation, students could play as a warrior, giving them a sense of mission. In the teaching content, incorporating tablet operation and sequential instructional design can significantly improve students' learning in circle and complex graph area. The analysis of the area of the complex graph through the tablet operation is better for the students. Especially in the advanced graphic problem-solving process of circle and complex graph area, it could be seen that students in the experimental group could use strategies to simplify the answering process and achieve significant differences.

Overall, the “The Fantasy Journey of Circle- Let’s Save Aunty Tigress” is a supplementary medium suitable for the learning of the circle and complex graph area units of the sixth grade in elementary school. It is expected that the innovative situated e-learning game instructional design of this research can stimulate students' interest in mathematics learning through storytelling, interest and meaning, and improve the learning effectiveness, attitude and problem-solving skills of sixth-grade students in circle and complex graph area in the future.

並列關鍵字

Digital Game-Based Learning ； van Hiele Geometric Thinking Level ； Situated-Learning ； Circle and Complex Graph Area ； Tablet PCs

參考文獻

英文部分

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longmans, Green.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.

Confrey, J., Nguyen, K. H., Lee, K., Panorkou, N., Corley, A. K., & Maloney, A. P. (2012). Turn-on common core math: Learning trajectories for the common core state standards for mathematics. Retrieved from: www. turnonccmath. net.

Crowley, M. L. (1987). The van Hiele model of the development of geometric thought.