知識型態與先備知識對使用競爭遊戲式題庫練習系統學習動機、學習成效與學習行為之影響

The Influence of Knowledge Type and Prior Knowledge on the Learning Motivation, Learning Effectiveness and Learning Behavior of Using a Competitive Game-Based Item Bank Practice System

賴泑伶(Yu-Ling Lai)

指導教授 ： 陳碧茵

嶺東科技大學/資訊學院/資訊管理系碩士班/碩士(2019年)

摘要

許多研究探討了競爭遊戲式學習對學習者的正向和負向影響，但卻很少有研究探討知識型態（程序型知識與描述型知識）在競爭遊戲式學習環境中所造成的影響。此外，在過去曾有研究指出先備知識是遊戲式學習中影響學習成效的關鍵因素。也有研究指出，高遊戲先備知識的學習者對學習描述型知識較有利，但不利於學習程序型知識。因此，本研究將探討知識型態與先備知識對使用競爭遊戲式題庫練習系統學習動機、學習成效與學習行為之影響。本研究首先開發了一套加入競爭與養成遊戲的題庫練習系統並進行了8週的教學實驗。結果顯示，程序型知識的學習者在ARCS學習動機中的A專注力與S滿足感顯著高於描述型知識的學習者，表示程序型知識的學習者能專注於題庫練習系統中並獲得滿足感。程序型知識的學習者在前測分數顯著低於描述型知識的學習者，然而透過教學實驗，程序型知識達到與描述型知識的學習者相似的程度。從行為分析顯示，程序型知識的學習者傾向於觀看題目解說並重新回答，而描述型知識的學習者則出現錯誤嘗試的行為。而先備知識方面，描述型與程序型不同先備知識的學習者在ARCS學習動機中無顯著差異。描述型的低先備知識學習者在後測達到與高先備知識學習者相似的程度，程序型的低先備知識學習者在後測則顯著高於高先備知識學習者。從學習行為分析發現，描述型的低先備知識學習者在答題時有錯誤嘗試的行為。結論是，競爭遊戲式題庫練習系統能幫助學習者提升學習成效，尤其是程序型的低先備知識學習者。

關鍵字

知識型態 ； 先備知識 ； 競爭遊戲 ； 學習成效 ； 學習行為

並列摘要

Many studies explored the positive and negative impacts of competitive game-based learning on learners, but few studies considered that knowledge types (procedural knowledge and declarative knowledge) may play important roles in competitive game-based learning. In addition, some studies pointed out that prior knowledge is a key factor in game-based learning that affects learning effectiveness. Furthermore, a study pointed out that high game prior knowledge is useful to learning declarative knowledge while it may not be useful to learning procedural knowledge. Therefore, this study explored the influence of knowledge type and prior knowledge on the learning motivation, learning effectiveness and learning behavior of using a competitive game-based item bank practice system. This study firstly developed an item bank practice system with competition and character-nurturing game. This study conducted an eight week teaching experiment. In addition, the independent sample t test and lag sequential analysis was used to analyze students’ learning motivation, learning effectiveness and learners’ behavior. The results show that learners with procedural knowledge are significantly higher than learners with declarative knowledge on A and S of ARCS learning motivation. It means learners with procedural knowledge can focus in the competitive game-based item bank practice system and gain satisfaction. In addition, the score of learners with procedural knowledge are significantly lower than that of learners with declarative knowledge on the pre-test. However, the learners with procedural knowledge improved their score to achieve a similar level to that of learners with declarative knowledge on the post-test. From behavior analysis, learners with procedural knowledge tended to review the explanation of the question and re-answer it, and learners with declarative knowledge had the behavior of try and error. As to prior knowledge, learners with different prior knowledge have no significant differences on ARCS learning motivation. Learners with declarative low prior knowledge improved their score to achieve a similar level to that of learners with high prior knowledge on the post test. The score on post test for procedural learners with low prior knowledge is significantly higher than that with high prior knowledge. From learners' behavior analysis, learners with declarative low prior knowledge had the behavior of try and error. It is concluded that the competitive game-based item bank practice system is useful to improve learners' learning effectiveness, especially for learners with procedural low prior knowledge.

並列關鍵字

knowledge type ； prior knowledge ； competitive game ； learning effectiveness ； learning behavior

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