數位遊戲式學習融入教學對於國小三年級學生視譜學習成效之影響

本研究旨在探討數位遊戲式教材融入教學，對於國小三年級學生音樂課視譜學習之影響。研究採準實驗研究法，以台中市某國小三年級學生兩個班級共51人為研究對象，進行八週的視譜教學，每週一節課四十分鐘，並於第一週進行前測，第八週進行後測。實驗組在教師進行教學結束後，每生一台平板電腦，操作遊戲式教材進行練習；對照組在教師教學結束後，由教師操作多媒體教材並個別提問學生進行練習。將研究所得經資料分析，檢驗兩組學生在視譜學習成效之差異性，並蒐集學生課程結束後之回饋問卷進行資料之補充。研究結果歸納如下：一、實驗組與對照組經由不同的教材練習方式後，成績皆有顯著進步。二、兩組學生之後測成績未達顯著差異，無法判定實驗組以數位遊戲式教材的練習方式有否優於對照組之教師提問方式練習法。三、數位遊戲式學習對於提升不同成就組的學生視譜能力並無顯著差異。四、遊戲式教材練習對於提升視譜速度成效優於教師個別提問的練習法。

關鍵字

視譜；遊戲式學習；學習成效

並列摘要

The purpose of the study is to investigate the learning influences of 3rd grade students’ sight reading ability through multimedia instructions in music class. This research applied quasi-experimental design and invited fifty-one students in 3rd grade to participate in this study. This project contained eight classes in eight weeks. The students took the pretest and posttest respectively in the first week and the eighth week. For the Experimental group, the researcher used multimedia teaching materials to teach and asked students to practice with tablets. As for the control group, the researcher utilized the multimedia teaching materials and asked students questions individually after teaching. The data examined the differences of learning influences within two groups, and the researcher supplemented the study with questionnaire. The conclusions of the study were summarized as follows: 1. The score of both groups achieved the significant level after teaching. 2. The score of posttest did not achieve the significant level. It cannot define the way of multimedia teaching is better than the questioning techniques. 3. The students in different achievement levels did not show various learning performance with the game-based learning and multimedia learning materials 4. The efficiency of multimedia practicing is better than the questioning techniques.