體感數位悅趣化學習對學生的學習動機、自我效能、心流體驗與學習成效之研究

A Study of Kinesthetic Digital Game-Based Learning on Students’ Motivation, Self-Efficacy, Flow Experience, and Learning Performance

洪澄瑜(Cheng-Yu Hung)

指導教授 ： 游寶達 ； 孫之元

國立中正大學/工學院/資訊工程學系/博士(2014年)

摘要

隨著科技的進步，學生的學習方式不斷創新與改變。具體而言，體感設備結合遊戲式學習能夠促進學生的學習興趣，提高他們的學習動機與參與意願。本論文透過具有手勢或移動感應的體感設備融入遊戲式學習的情境並提供學習者具有樂趣與挑戰性的遊戲，以支持認知及體驗並重的學習歷程、強化學習動機、促進學習者的心流體驗與提升學習者之學習成效。本篇論文包含三個已完成實證研究且發表在SSCI期刊和即將投稿的議題，其研究結果分述如下:
第一個議題探討挑戰性的遊戲策略與匹配的遊戲策略使用在數學課程的教與學所帶來的學習動機、自我效能與心流體驗。
第二個議題探討拼圖遊戲對地理的教與學上能夠改進學習成效與滿意度，並且結合數位化鷹架發展學生的近旁發展區間(ZPD)。
第三個議題探討將Kinect融入到協同的遊戲式學習並探索此情境對學生學習的專注度、放鬆度、學習動機與自我效能之影響。腦波分析結果顯示，學生在此情境中的專注度能夠有效的提升，而放鬆度方面， 協同的遊戲式學習有較高的放鬆度。在量化分析方面，協同的遊戲式學習有較高的學習動機和放鬆度。
學生在挑戰的學習環境中擁有更多心流體驗，學習成效與滿意度。除此之外，在挑戰性的遊戲情境中，給予適當的學習支援(鷹架)，可促進學生的ZPD。腦波分析檢視學生在協同式遊戲的情境中的學習動機和放鬆度可以有效被提升。

關鍵字

自我效能 ； 心流體驗 ； 悅趣化學習 ； 學習動機 ； 體感情境

並列摘要

Advances in technology have led to the continuous innovation in teaching and learning methods. For instance, the use of tablet PCs and the Kinect motion-sensing platform in classroom instruction have been shown to be very effective, not only in attracting and motivating students’ interest, but also by increasing their desire to participate in learning activities. The purposes of this dissertation were to provide students with gesture- and movement-based interactions in a game-based learning situation, eliciting educational benefits in part by allowing dynamic in-game activities, maintaining student interest in the learning process, and supporting deeper engagement. The games heightened the students’ awareness and experience of the learning process, strengthened their learning motivation, enhanced their flow experience, and improved their overall learning performance.
The dissertation has covered three studies:
The first study explored whether challenging games were more able than matching games to improve students’ motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about a TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction, than those in the control group.

The second study explored the effectiveness of a multi-touch interactive jigsaw puzzle in the learning of geographical concepts. Both studies revealed statistically significant differences between experimental and control groups on measures of learning performance and satisfaction. The results indicated that the learning performance of each group significantly improved after the experiment. In particular, moderate gaming difficulty led to the best learning performance for learners. A comparison of learners who did not use scaffolding to solve problems, as opposed to those who did, showed the level of the zone of proximal development (ZPD) in this context. Moreover, the analysis of satisfaction evaluations by learners with or without scaffolding showed statistically significant differences in learning satisfaction. Finally, this study revealed that students tended to be over-reliant on scaffolding tools during the game, which prevented them from internalizing knowledge through the interactive learning process.

The third study explored to compare the influence of the single-player game (treatment 1) to that of the collaborative game (treatment 2) on students’ motivation, self-efficacy for technology, attention levels, and relaxation levels. The Kinect-based game, Body and Brain Connection, was incorporated to help students enhance their attention levels and reduce their anxiety. Participants were 20 college students in a higher education institution in southern Taiwan. Results showed that students in treatment 2 achieved higher learning motivation. In addition, brainwave data revealed that during the gaming activities, students’ attention levels increased in both treatments. In educational environments, adopting the Kinect motion-sensing platform is a potentially effective method for improving students’ attention. This study suggests that instructors can use this kind of platform to create stimulating learning environments to enhance students’ learning performance.

In summary, students in challenging game environments have greater flow experience and better learning performance and satisfaction. Additionally, providing appropriate learning support to students in a challenging game scenario can facilitate the ZPD. Finally, brainwave analysis revealed that students’ motivation and relaxation levels can be enhanced effectively in collaborative game situations.

並列關鍵字

Digital game-based learning ； Flow experience ； Learning motivation ； Kinesthetic ； Self-efficacy

參考文獻

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