空間能力在日常生活中與我們息息相關,它能幫助我們辨認生活中的物體位置、大小、形狀等,在空間能力訓練可透過組合、推疊的操作去建構虛擬空間,增加二維及三維的空間認知。國小的數學課學習面積概念時,對於空間概念必須要有基本的認知,而在四年級「立方公分」單元教材包含認識體積、複合形體之體積等,學生須在指定的堆疊形體中計算其體積。 現今遊戲式學習在教學上的應用受到重視,許多研究也指出遊戲式學習能有效提升學習成效和學習動機,但目前多數的教學遊戲偏向測驗而不是以遊戲引導教學。基於此,本研究開發一款遊戲式學習輔助工具,提供情境式教學,藉由遊戲式學習增進學生認識立體空間概念,並提升學生從立體平面圖轉換為立體空間的能力。 本研究以40名學生進行前後測評估,發現學習成效有顯著差異,並使用SUS使用性評估及6位學生進行半結構式訪談後,發現本研究開發之「立方謎」遊戲能夠讓學習者易於使用和保持正向態度,也能夠提升學習的動機。
Spatial cognition ability is closely related with us in the daily life. It helps us to identify the location of objects in space. To training the spatial cognition ability, usually using a combination of push stack operations to construct a virtual space to increase the spatial cognition both of two-dimensional and three-dimensional. For the elementary students, the concept of space is one of the basic knowledge, and in the fourth grade, students are required to be have the capability to calculate the volume of "cubic centimeter" specified in stacked form. Game-based learning tool is being taken seriously in recent years. Many studies have also pointed out that game-based learning tool can improve their learning outcomes and enhance their learning motivation. But most of the teaching game tools are do examination in the game rather than learning by playing game. This study develops a game-based learning tool by using situated learning to enhance student's understanding of the concept of three-dimensional space. Totally, 40 students participated in the experiments of this study, they has positive response and their learning achievement shows convincing results. This study use questionnaire of SUS and semi-structured interviews, finding the “cube puzzle” game can let learners ease to use, keep positive satisfaction toward, and improved student’s learning achievement.