創造性遊戲化教學系統對創造力、學習成效和接受度之研究

A Study of Creativity, Learning Effects, and Acceptance in the Gamification of Teaching System

張佑愷(Yu-Kai Chang)

指導教授 ： 吳佩芬

國立彰化師範大學/管理學院/資訊管理學系數位內容科技與管理碩士班/碩士(2016年)

摘要

在台灣的教學發展上，教師逐步引入遊戲化教育與翻轉教室等新式的教學概念，其目的是促使學習者對學習感到興趣且願意主動。然而在學術研究中，以新式教學概念對於學習者而言，卻無法有效解決學習者的適應問題，同時少有創造力影響之探討。因此，本研究提出創造性遊戲化教學模式，以達本研究目的：1、開發教學評估系統，應用於創造性遊戲化概念中，促進師生互動關係與小組協作的過程，達到靈活性、互動性、遊戲性、紀錄性；2、維持課堂教學，改善現有翻轉教室與角色扮演的教學模式，思考如何增進學習者動機；3、探討以遊戲化教學所教授的遊戲製作，是否能提升有關數位遊戲思考與製作的創造力。本計畫研究對象為參與數位遊戲製作課程的大學生，對照組26人與實驗組52人，藉由觀察課堂的學習與互動行為，並透過威廉斯創造力活動、接受度調查與瑞文氏邏輯測驗，以評量創造性遊戲化教學能否影響學習者的學習興趣、適應性和創作的創造力。從量化分析的結果顯示，不論性別與領域皆一致有高度的接受度，也有助於提升邏輯能力與整體創造力，對於創造力中的流暢力、變通性、精密力與發想力皆有顯著影響。此外，從課程上的師生與小組互動，可發現學習者對於課程的興趣與熱誠，同時藉由小組的學習成果，也能得知系統對於學習者的追蹤數據與其學習狀況也具有明顯的正向關係。

關鍵字

創造力 ； 學習成效 ； 接受度 ； 遊戲化教學 ； 教學系統

並列摘要

In Taiwan, teachers have been adopting new teaching modes, such as the gamification of education and the flipped classroom, on their course to promote the learners’ interesting and willingness on learning. The new teaching mode is not found to resolve the student's adaptation, furthermore, seldom to discuss the creativity in academic studies.
The study proposes a gamification with creativity of teaching mode to achieve the goals of: 1. Developing Gamification of Teaching Assessment System (GTAS) that promotes the interaction and collaboration on teacher-student to obtain flexibility, interactivity, gameplay and documentary. 2. Improve the current teaching mode of flipped classroom and role-playing to enhance the learners’ motivation in classroom. 3. Discussing the gamification with creativity of teaching would enhance learners’ creativity or not.
This study is a quasi-experimental, a total of 88 college students participated. There are 26 students attended in the control group and 52 students in experimental group, who involved in designing digital game curriculum. To observe the objectives’ behavior that design digital games by using GTAS. Then evaluate learners’ interesting, suitability and creativity by Williams’ Creativity Assessment Packet (CAP), Technology Acceptance Model (TAM), and Raven Progressive Matrices (RPM), in respectively.
According to the quantitative analysis with a significant impact on the acceptance, logic and creativity abilities for students, regardless of gender and field of study are consistent with a high degree. The smooth, flexibility, precision and imagination factors also have positive impact on creativity. In addition, the learners have obvious interest and enthusiasm on the gamification of teaching from the observing the teacher-student interaction and peer collaboration. Result shows there is significant positive relationship between our teaching mode and students' learning outcomes.

並列關鍵字

Creativity ； Learning Effects ； Acceptance ； Gamification of Teaching ； Teaching System

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