以ARCS動機模型與認知負荷理論 探討遊戲式學習-以機率與統計課程為例

Using ARCS Model and Cognitive Load Theory to Investigate Game-based Learning - Take Probability and Statistics Course as an Example Using ARCS Model and Cognitive Load Theory to Investigate Game-based Learning - Take Probability and Statistics Course as an Example

陳威齊(Wei-Chi Chen)

指導教授 ： 繆紹綱

中原大學/電機資訊學院/通訊工程碩士學位學程/碩士(2015年)

https://doi.org/10.6840/cycu201500382

摘要

最近幾年，翻轉教育在台灣蔚為風潮。過去的教學模式只有單向式的授課，學生只能從老師身上學習。如今教育思維已經改變，教學的方式從老師為本位轉變成以學生為本位。本研究受翻轉教育與遊戲式教學啟發，在中原大學電子系的「機率與統計」這門課，製作一款簡易的網頁遊戲，嘗試遊戲式學習。
這個網頁3D遊戲的設計理念在於，學一門知識就像探索一個未知的世界，所以在遊戲中創造一個3D的世界，在這世界有12隻動物，每隻動物代表一道題目。學生在遊戲中化作探險者，當碰到這些動物時就會開啟這隻動物身上的題目，藉由這個題目來幫學生複習基礎知識，也讓學生學習將英文句子轉化成自己能思考的內容，引導學生深思每一個邏輯步驟。
參考ARCS模型，過高或是過低的學習動機都難以產生理想的學習表現，中等程度的問題能取得最好的學習表現，所以在遊戲中的題目多選用難易適中的問題。為了探討學生對這些問題的負荷程度，本研究依據認知負荷理論來設計量表問卷，給學生在期末考時作答，並驗證這份問卷的信度與效度。此外，讓部份大學生與研究生，參與以ARCS模型為基礎所發展出的網頁動機品質評鑑，來探討本款遊戲對學習的動機有多少影響。
從認知負荷量表的結果來看，在使用教學輔助遊戲之前，學生對「機率與統計」這門課有著較深的學習挫折感。透過遊戲式學習的方式，成功地釐清思路；讓學生有足夠的時間演練能負荷的題目，從中獲得學習的成就感。從WebMAC的結果來看，本款教學輔助遊戲對於學生的學習，有著正面的影響，有效地建立學習的信心。

關鍵字

遊戲式學習，翻轉教室

並列摘要

In recent years, the flipped classroom has gained popularity in Taiwan. In the past, traditional education involves only one-way teaching, and students can only learn from teachers’ instructions in classroom. Now, the thinking behind education has been changed, where instruction is shifted from teacher-based to learner-based. Inspired by flipped classroom and game-based instruction, this study produces a simple web game for the “Probability and Statistics” course given in the Department of Electronic Engineering, Chung Yuan Christian University, attempting to implement game-based learning.
The concept of the web-3D game is that learning a specialized knowledge is like exploring an unknown world, so a 3D world is created in the game and there are twelve animals in this world; each animal corresponds to an exercise problem. Students become explorers to explore this game world. When they touch an animal, the corresponding exercise problem will pop up. The exercise problems help students review basic knowledge, learn how to convert English sentences in the problems into their own way of thinking, and lead their ways to every logic step of thinking.
Referring to the ARCS model, the learning motivation that is either too high or too low shall not result in an ideal academic performance and the exercises with medium level of difficulty can get the best learning outcome. Therefore, most of the exercise problems in the game fall into the medium level of difficulty. In order to investigate students' cognitive load for the exercise problems, a questionnaire based on the cognitive load theory is designed in this study. The questionnaire was answered during final exam. The questionnaire was verified by the reliability and validity tests. In addition, part of the college students in the course and some graduate students were invited to participate a WebMAC-based evaluation to understand how much influence in their learning motivation was given by the game.
From the result of Cognitive Load Subjective Experience Questionnaire, students were frustrated by learning “Probability and Statistics” course before they used this game-aided instruction. With the game-based learning, students’ thinking is clarified. Furthermore, they had enough time to do the exercise problems that match their capability and get a sense of achievement. From the result of WebMAC, the game-aided instruction provides positive influence on students’ learning and helps them build up their learning confidence effectively.

並列關鍵字

flipped classroom ； game based learning

參考文獻

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