以ARCS動機模式為基礎之桌上遊戲應用於國小營養教育之研究

生活飲食精緻化，導致諸多文明疾病與慢性病年輕化，加以食安問題層出不窮，營養教育須從小紮根。而桌上遊戲是深受學生喜愛的學習方式，本研究透過遊戲之趣味與互動特性，設計一款結合ARCS提示機制之桌上遊戲融入國小二年級營養教育教學中，比較在ARCS動機理論基礎下，探討「傳統講述法」與「傳統講述法結合桌上遊戲」兩種教學方式對於學生學習動機的影響。本研究採準實驗研究法(Quasi-experimental research)，實驗樣本為台南市某國小二年級學生，隨機抽樣兩個班級，實驗組為18人，採「傳統講述法結合桌上遊戲」方式教學；控制組為19人，採「傳統講述法」方式教學。實驗前一週進行「ARCS動機量表前測」，實驗後一週內，再進行「半結構式訪談」與「ARCS動機量表後測」，量化資料以無母數統計法進行分析，並輔以質性訪談結果，研究結論如下: 一、學生對於桌上遊戲教學法持肯定態度。二、桌上遊戲融入營養教學能顯著提升學生學習動機。三、桌上遊戲應用於教學上之可行性高。依據上述研究資料，以供教學設計與未來相關研究之參考。

關鍵字

遊戲式學習；桌上遊戲； ARCS動機模式

並列摘要

The refined food leads to modern people suffering from diseases of civilization and the incidence of chronic diseases, and in the face of endless food scandals in recent years in Taiwan, nutrition education must be took from an early age. Because board games are the most interesting ways for students to learn, this study uses the fun and interactive features of games to design a board game that combines the ARCS motivational theory and the mechanism into the second- grade nutrition education teaching in elementary schools. Based on the ARCS motivation theory, this article explores the impact of two teaching methods, "traditional telling method " and " traditional telling method combined with board games" on students' learning motivation. In this study, the experimental study was conducted. The experimental sample was a second-year student in an elementary school in Tainan City. Two classes are randomly sampled. The experimental group is 18 people taught by "traditional telling method combined with table games". In the other hand, the control group is 19 people taught by "traditional telling method ". One week before the experiment teaching, the nutrition education courses are carried out “ARCS Motivation Scale Pre-test”. One week later the experiment teaching, the nutrition education courses are also carried out “semi-structured interviews” and “ARCS Motivation Scale Post-test”. Quantitative data are analyzed by nonparametric statistics and supplemented by qualitative interview results. Based on the research results, the conclusions are as follows: 1.Students are positive of the board games learning. 2.Board games blend to nutrition education can evidently improve students’ learning motivation. 3.Board games can highly apply on education. Based on the above research data, it can be used as a reference for teaching design and related research in the future.