探討以6E模式結合遊戲化機制之教育機器人在STEM實作課程對國中生學習成效、動機及創造力之研究

科技的普及帶動了生活的轉變，教育結合機器人成了目前重要的議題之一。隨著機器人相關技術的提升，不只是運用在工業領域，漸漸的也推廣至教育產業上，該如何讓機器人在課堂中得以有效運用更是逐漸受到重視。108課綱中提及，在目前培育人才的趨勢上應強化跨領域整合的能力，而STEM教育為跨學科整合式教學，其旨在增強學生的知識整合應用能力，讓學習不只是記憶和背誦，而是不斷的嘗試且融會貫通。本研究採準實驗研究設計，分為實驗組（6E模式結合遊戲化機制之教育機器人）及對照組（6E模式）兩種不同教學法，對學生的認知（STEM知識）、情意（學習動機、創造力）及技能（實作能力）之影響，所學習的課程內容以智慧城市為主題，並利用Arduino進行實作。從研究結果顯示實驗組在STEM知識、學習動機、創造力及實作能力皆顯著優於對照組，表示藉由遊戲化機制之教育機器人在課堂中擔任教學助理是有效，不過對照組在STEM知識與實作能力也有不錯的提升。進一步將兩組以學習動機高低分群與創造力高低分群來探討對實作能力的關聯性，從結果發現，實驗組的學習動機是能對實作能力有高度的影響，而創造力則在高分群中有較好的影響。

關鍵字

教育機器人；遊戲化； 6E模式； STEM實作；創造力

並列摘要

In Master Framework for the 12-year Basic Education Curriculum Guidelines, talent cultivation should focus on training interdisciplinary learning ability, and STEM education is an interdisciplinary Cross-Curricular education. With the advance of science and technology, combining education with robots has become one of the most important issues nowadays. However, previous educational robot studies were lacking of exploring the role of robots as teaching assistants in STEM education. This study adopted a quasi-experimental design. The experimental group uses the 6E model with gamification mechanism in educational robotics, and the control group uses the 6E model. This study aimed to explore the impact of different teaching models on junior high school students’ study performance, motivation, and creativity. The theme of the course is about smart cities, and we use Arduino to implement them. The results show that the experimental group is significantly better than the control group in STEM applications, learning motivation, creativity, and hands-on ability. It means that educational robots with gamification mechanisms are effective as teaching assistants in the classroom. Besides, the control group also has a good improvement in STEM applications and hands on ability. Further analysis of the relationship between the high and low-performance group is taken by hands-on ability in learning motivation and creativity. The analyzed results show that learning motivation has a high impact on the hands-on ability in the experimental group, while creativity only influences the high-performance group.