遊戲式學習推薦系統對運算思維學習成效之影響

Effects of game-based learning recommendation system on learning performance of computational thinking

許晁睿(Hsu Chao-Jui)

指導教授 ： 許庭嘉

國立臺灣師範大學/科技與工程學院/科技應用與人力資源發展學系/碩士(2020年)

https://doi.org/10.6345/NTNU202001358

摘要

本研究開發數位遊戲學習結合推薦系統，以強化二元樹遊戲過程中的運算思維。比較不同性別學生在遊戲式學習系統中結合兩種不同推薦機制，分別為實驗組使用「遊戲式學習推薦系統_特徵值凱利方格版」，以及控制組使用「遊戲式學習推薦系統_一般凱利方格版」，對於學生在二元樹的學習成效、自我效能、數位遊戲式學習量表、心流等量表的表現。研究結果顯示使用任何一個遊戲式學習系統的女生和男生都有顯著提升他們的學習成效、自我效能、遊戲式學習接受度和心流。不同推薦機制的遊戲式學習系統和不同性別在學習成效、自我效能和心流的表現有交互作用。控制組男生學習成效顯著高於控制組女生；實驗組女生學習成效顯著高於控制組女生；控制組男生自我效能顯著高於控制組女生；實驗組女生的心流表現顯著高於控制組女生。並進一步分析不同性別的學生使用不同推薦機制的遊戲式學習之行為模式，結果顯示，實驗組學生在遊戲中會循序漸進探索場景的人物，獲得更多資訊才去回答問題。而控制組學生在尋找學習內容的提示後會直接去回答答案。

關鍵字

運算思維 ； 數位遊戲式學習 ； 推薦系統 ； 二元樹 ； 適性化數位學習 ； 性別差異

並列摘要

The study attempted to explore the effects of integrating digital game-based learning (GBL) system with the recommendation system, so as to enhance the computational thinking in the binary tree game. The experimental group used "GBL recommendation system feature-value version", and the control group adopted "GBL recommendation system Kelly grid version". This study further analyzed female and male students’ academic performance of binary tree, self-efficacy, GBL perceptions and flow experience. The results of this study showed that the females and males in two groups have significantly improved their learning effectiveness, self-efficacy, GBL perceptions and flow experience. There was an interactive effect between different GBL systems and gender on the learning effectiveness and self-efficacy and flow experience. The males in the control group also outperformed the females in the control group. The females in the experimental group outperformed the females in the control group. The self-efficacy of the males in the control group was higher than that of the females in the control group. The flow experience of the females in the experimental group was significantly higher than that of the females in the control group. The behavioral patterns of the students with different gender in different groups were further analyzed. The results showed that the students in the experimental group inquired the objects or roles in the scene sequentially, so as to collect more information and knowledge to solve problem, However, the students in the control group looked for the prompt of the learning content and directly went to answer the question.

並列關鍵字

Computational thinking ； digital game-based learning ； Recommender system ； Binary tree ； Adaptive digital learning ； Gender difference

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