本研究的目的在於瞭解,將競爭因素加入遊戲式電腦輔助學習中,是否對於學生的學習成效有所幫助。本研究的競爭方式分為團體競爭與自我競爭二種。研究對象是國小學生191人,其中男生110人,女生81人。研究方法是利用遊戲式電腦輔助學習活動,分別對不同班級實施團體競爭與自我競爭的競爭方式,由遊戲自動記錄學生的遊戲成績,以比較團體競爭組與自我競爭組在學習成效上的差異,並在遊戲結束後以問卷調查學生對競爭與遊戲式學習的看法。研究發現,團體競爭的競爭方式在遊戲上確實能明顯提高學生的學習成效,性別因素對於學習成效則沒有顯著的影響。在學習態度上,大多數學生表示喜歡競爭與遊戲式學習。
The purpose of this study was to investigate the effect of competition on students’ learning outcomes in computer-assisted learning games. The effect of group-competition and self-competition were examined in this study. There were 191 elementary students, 110 boys and 81 girls, participated in the computer-assisted learning games. Subjects’ learning performance was recorded automatically through the gaming processes. Questionnaires were administrated immediately after the experiment to collect subjects’ attitudes toward competition and gaming. Results show that students in group-competition group outperformed those in self-competition group in learning games. The effect of gender on students’ performance was not significant. Subjects also showed positive attitudes toward competition and gaming.