影響電腦輔助學習因素之研究

A Study of Selected Factors Affecting Computer Assisted Learning

賴建宏(Chien-Hung Lai)

指導教授 ： 鍾斌賢

中原大學/工學院/電子工程研究所/博士(2014年)

https://doi.org/10.6840/cycu201400039

摘要

教師於課堂進行教學，並於課後給予學生相關輔助學習一直為許多教育學者所實施之教學策略；不論是透過小組合作學習或協作學習，抑或是遊戲式學習，皆是輔助學生於課後進行學習之方式。
有鑑於過去的研究鮮少針對協作學習或合作學習的小組互動模式進行探討，並且鮮少針對資訊相關課程進行實驗；本論文立足於先前研究之基礎上，探討學生於小組討論過程中之互動情況，實驗結果發現在匿名的情境中，學生能暢所欲言，可以不受到既有的人際關係刻板印象及同儕壓力所影響而作出出自內心的意見討論。
其次有鑑於過去研究很少對於資訊專業課程進行實驗，因此本研究建立於遊戲式學習理論基礎上，開發應用於資訊課程之遊戲系統，並分別實作於單機遊戲及社群網路，觀察學生在單機模式以及打破時間與空間之限制的模式下，對學生的學習動機及學習成效之影響。而從實驗結果可得知學生在遊戲式的合作學習情境下，會更加專心於學習活動，並且在遊戲過程會為了想要贏得勝利，對課程內容會更加研讀，藉此提升學習動機，進而改善學習成就。
而在打破時間與空間限制的社群網路遊戲中，本研究發現建立在Facebook上的遊戲式學習系統，亦能使學生達到和遊戲式學習之效果，並發現在遊戲式學習中，如果持續使用相同的系統，學生可能會逐漸喪失好奇心，而開始對系統感到厭煩，造成學習動機下降，因此適時的加入新的遊戲元素是有助於學生學習動機的維持。

關鍵字

合作學習 ； 社群網路遊戲 ； 遊戲式學習 ； 協作學習

並列摘要

Teachers in the classroom teaching and in after-school provide students assisted learning has been implemented in many educational scholars teaching strategies, whether through group cooperative or collaborative learning, or game-based learning, are all assisted students in the after-school learning methods.
However, past studies rarely investigate peer interaction mode for collaborative learning or cooperative learning, and rarely experiment for Information-related courses. The study based on the basis of previous studies, explore the students interaction processs in group discussions, the experimental results found in the anonymous situation, students can speak their thinking, they not only can not influences by interpersonal stereotypes and peer pressure, but also do the real comment.
Moreover, according to the past research, there are rarely experiments for Information-related courses, therefore the study was established in the basis of game-based learning theory, developed for use in Information Technology courses gaming system, and were implemented in a stand-alone games and social network games. The study observes students in stand-alone mode as well as to break the constraints of time and space mode, the students' learning motivation and learning performance impact. From the experimental results verify that the student cooperative learning in game-like situations, will be more focused on learning activities, and in the course of the game will be to want to win, the course content will be more study in order to enhance learning motivation, thereby improving learning achievement.
In the break time and space constraints social network game, based on the findings of this study on Facebook game-based learning system, also enable students to achieve the results of game-based learning. Furthermore, if you continue to use the the same game-based learning system, the students may gradually lose curiosity, and begin to get bored on the system, resulting in decreased motivation, therefore timely to add a new element of the game is to help students learning motivation maintained.

並列關鍵字

Collaborative learning ； social network game. ； cooperative learning ； game-based learning

參考文獻

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