線上遊戲式的網路學習成效研究

Study of Learning Effect on an Online Game-Based Learning System

游光昭(Kuang-Chao Yu) ； 蔡福興(Fu-Hsing Tsai) ； 蕭顯勝(Hsien-Sheng Hsiao) ； 徐毅穎(Hsu-I Ying)

《高雄師大學報》 17期 (2004/12) Pp. 289-309

https://doi.org/10.7060/KNUJ.200412.0289

摘要

本研究以自行建構的線上遊戲式網路學習系統，來探討77位國三學生在以線上遊戲為介面的網路學習環境之表現情形。並檢驗網路遊戲經驗、自我效能等對網路學習成效的影響，及分析影響線上遊戲式網路學習成效的主要因素。研究結果獲得以下幾點結論：
1．男生有較高的比率玩過線上遊戲，而實驗對象投入本研究系統的次數與時間則有隨時間逐漸遞減的趨勢。
2．學習者的網路遊戲經與網路遊戲自我效能有顯著正相關，而高網路遊戲自我效能的學習者其線上遊戲成績與投入系統時間比低網路遊戲自我效能高，但未達顯著差異，此結果亦支持了Bandura(1986)的社會認知理論。
3．由徑路分析結果發現，本研究所採用的線上遊戲式網路學習成效會直接受到學習者的學業成績及投入線上學習的時間影響，而網路遊戲經驗則會透過間接的方式來影響網路學習成效。

關鍵字

線上遊戲 ； 網路學習 ； 自我效能 ； 徑路分析

並列摘要

This research studied the learning effects of 77 ninth-grade students on an online game-based learning system constructed by the researchers. The main purpose was to examine the impact of learners' online-game experience and online-game self-efficacy on learning effects. Meanwhile, the relationship among main factors which influenced the learning effects were analyzed. The research results were as follows:
1. Boys had more experience of online games than girls. However, the use of the online game-based learning system was decreasing gradually in the period of experiment time.
2. There was a significant correlation between learners' online-game experience and online-game self-efficacy. Learners with high online-game self-efficacy took higher scores and more learning time than those with low online-game self-efficacy. The results support the hypothesized role of self-efficacy in Bandura's (1986) social cognitive theory.
3. Path analysis showed that academic achievement and learning time played a direct role in predicting learners' learning performance. Online-game self-efficacy had indirect effects on learning performance mediated through academic achievement and learning.

並列關鍵字

online game ； online learning ； self-efficacy ； path analysis