遊戲式學習對學習成效影響之探討：以國中綜合活動童軍課程為例

An Investigation of the Learning Outcomes on Game-Based Learning: A Case Study of Scout Course of Junior High School Integrative Activities

程毓明 ； 郭勝煌

《工業科技教育學刊》 4期 (2011/10) Pp. 25-32

https://doi.org/10.6306/JITE.2011.4.4

摘要

遊戲式學習（Game-Based Learning）是近年來廣為受到討論的一種學習方式，使學生透過電玩遊戲的方式，將文字、影像、動畫、聲音等多媒體特性，提升學生對於學習的注意力、興趣、創意、合作學習、社群關係的培養，以提高學習成效與教育價值。本研究以屏東某國中一年級童軍課程兩個班級各35位學生為實驗研究對象，採用量化研究的準實驗設計之不等組前後測方式，一班為實驗組以遊戲式學習法進行教學，另一班為控制組則維持一般傳統式的講述教學方法，進行為期七週的實驗教學研究，研究測量工具首先根據Prensky（2001）及Gros（2003）之文獻擬訂五點量表方式之專家問卷，邀請五位數位遊戲式學習之學者專家修訂問卷內容，並經項目分析、因素分析、內部一致性考驗，以建構問卷之信度與效度，並於教學實驗之前、後施測，所得資料以描述統計、獨立樣本t考驗、相依樣本t考驗等進行統計分析，藉以探討遊戲式學習法的學習成效之影響程度。共獲得六項結論與一項建議，具體提供相關單位與後續研究者之參考

關鍵字

遊戲式學習 ； 綜合活動 ； 學習成效

並列摘要

Game-Based Learning is being widely used in the field of education. According to literature review, game-based learning can enhance learning attention, interest, creativity, cooperative learning, community relations training, to improve learning outcomes and educational values. The purpose of this study was to investigate the learning outcomes of different methods of instructional strategy (traditional instruction and digital game-based learning). A pretest and posttest quasi-experimental design was used for this study. The participants were 35 seventh-grade students in two classes. This experiment was conducted for seven weeks. After the experimental instruction, the data was analyzed with different statistical methods such as descriptive statistics, independable t-test, and paired-samples t-test to examine whether there is a difference between the two research groups on the learning outcomes after receiving different methods of instructional strategy. The six conclusions and one suggestion are obtained and they can function as criteria for Game-Base Learning and educational circles.

並列關鍵字

Game-Based Learning ； integrative activities ； learning outcomes