- 學位論文
在遊戲式學習環境使用聯想式推理作答與聯想式概念圖作答之比較
A Comparison of Two Different Modes of Reasoning for Game-Based Learning: Associative Reasoning and Associative Concept Mapping
摘要
機械式學習(Rote Learning)是一種死記硬背的學習方式，這種方式無法將新學到的知識與先備知識進行結合，而這種學習方式所學習到的知識也是零碎的，現今許多學生在考試前採用死記硬背的方式學習，雖然有辦法能夠應付考試，但是遺忘的速度也會比較快。 因此本研究開發一套「OS Good Luck」數位遊戲式學習系統，讓學生透過「聯想式推理作答」與「聯想式概念圖作答」兩種有意義的學習(Meaningful Learning)幫助學生理解知識中的概念以及概念間的連結關係，並且將知識長久的保留下來。本研究將學生隨機分成「聯想式推理作答」組及「聯想式概念圖作答」組，探討學生透過不同的作答模式在學習成就、學習狀態與學習保持力上是否會有差異。 實驗結果顯示，在90%信心水準下「聯想式概念圖作答」模式的學生在學習成就上顯著比「聯想式推理作答」的學生好；而在學習興趣上兩組皆有顯著的進步，認知負荷則是顯著的降低，表示本實驗之遊戲設計是能夠提升學生學習興趣，並且減低他們的認知負荷。進一步分析不同知識程度學生適用何種作答模式，結果發現中與低知識程度的學生使用兩種作答模式皆能顯著提升學習成就，而高知識程度的學生，在90%信心水準下使用「聯想式概念圖作答」會有顯著的進步，但使用「聯想式推理作答」則沒有顯著進步。
並列摘要
Rote learning is a kind of cramming learning method, but it cannot combine the newly gained knowledge with the prior knowledge, and knowledge gained by this method is also fragmented. Nowadays, many students learn things by rote before exams; although they can cope with exams, they also forget them more quickly. Therefore, the study has developed a set of digital game based learning system, “OS Good Luck” to help students understand the concepts in the knowledge and the connection among the concepts via two kinds of meaningful learning, “Associative Reasoning Answering” and “Associative Concept Mapping Answering,” and retain the knowledge permanently. The study has randomly divided the students into “Associative Reasoning Answering” Group and “Associative Concept Mapping Answering” Group to investigate if there is any difference in learning achievement, learning status and learning retention for the students in different answering modes. The experiment result has demonstrated that in a confidence level of 90%, the students in the mode of “Associative Concept Mapping Answering” are notably better than those in the mode of “Associative Reasoning Answering;” both groups have made obvious progress in learning interest while cognitive load has clearly dropped, which means the game design in the experiment can improve students’ learning interest and decrease their cognitive load. When we further analyze which answering mode is suitable for students with different levels of knowledge, the result has shown that both answering modes can notably improve learning achievement for students with a medium and a low level of knowledge, while in a confidence level of 90%, students with a high level of knowledge could make obvious progress via“Associative Concept Mapping Answering,” but could not via “Associative Reasoning Answering.”