密室逃脫遊戲學習融入國小自然科對學生學習表現之影響

本研究旨在探討密室逃脫遊戲學習融入國小四年級自然科對學生學習表現之影響。本研究以準實驗研究法對國小四年級學生進行為期9週的實驗教學，分為：密室逃脫遊戲實驗組24人與一般教學控制組26人，探討兩組學生在學習動機、同儕關係、學習成就、邏輯推理能力、問題解決能力等依變項的表現差異。在教學前後實施前後測驗，分別有「國中小學習動機量表」、「國小學童同儕適應量表」、「自然科期中評量」、「自然科期末評量」、「瑞文氏標準矩陣推理測驗」、「新編問題解決測驗」，另有課程活動回饋表及教師公開授課觀課紀錄表。以共變數分析資料，研究結果發現：（一）在「國中小學習動機量表」的總量表、情感分量表分數上，實驗組優於控制組，但在執行意志、價值、預期分量表上兩組無顯著差異。（二）在「國小學童同儕適應量表」的正向關係以t檢定考驗，實驗組優於控制組，但在負面關係上二組無差異。（三）在「自然科期中評量」與「自然科期末評量」前後測上，二組無差異。（四）在「瑞文氏標準矩陣推理測驗」上，二組無差異。（五）在「新編問題解決測驗」的總分，變通性、有效性二向度與預防問題、解決方法、界定原因三分量表之分數上，實驗組顯著優於控制組。（六）實驗組學生填寫課程活動回饋表，大部分學生對於密室逃脫課程有正向感受，能引起學生學習動機、提升對自然科的學習興趣。最後，依據研究結果，提出對日後進行密室逃脫相關教學以及未來研究之建議。

關鍵字

密室逃脫；遊戲學習；學習動機；學習成就；問題解決能力

並列摘要

The purpose of research was to study the Effects of Applying the Escape Room Game Learning in Science Teaching in Elementary School on Students' Learning Performance. In this study, quasi-experimental research method was used to study the 4th grader students for 9 weeks. The subjects were divided into the Escape Room Game Learning experimental group (24 cases) and control group (26 cases). Six main research tools are Learning Motivation Scale, Peer interaction Scale, Mid-term exam, Final exam, Standard Progressive Matrices and the Reorganization Problem Solving Test. They were used before and after the class. Besides, there are also worksheets and teacher’s observation record in class. The experimental results which uses the analysis of covariance are as follows: (1)Total score in “Learning Motivation Scale for Primary and Junior High School Students” shows that the the Escape Room Game Learning experimental group is higher than the control group; however, there is no difference in the score of value, expectation and executive volition section between the two groups. (2)The positive relationship in the " Peer interaction Scale " was tested by t test, and the experimental group was superior than the control group, but there was no difference in the negative relationship between two groups. (3)There was no difference between two groups before and after the "Mid-term exam" and "Final exam ". (4)In the Standard Progressive Matrices, there is no difference between two groups. (5)In regard to the problem solving ability, the students of experimental group got higher score than the control group. (6)Most students think that the Escape Room Game Learning can increase their motivation and interests in studying reading. Finally, the researcher proposed some suggestions for educational instruction and future studies.

並列關鍵字

escape room ； game-based learning ； learning motivation ； learning achievement ； problem solving ability

參考文獻

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密室逃脫遊戲學習融入國小自然科對學生學習表現之影響

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