數位遊戲式學習融入自然領域對國小三年級低成就學童補救教學成效與態度之影響

The Effect of Digital Game-Based Learning integration into Science Remedial Instruction on the Third Graders' Learning Outcomes

范綱正(Kang-Cheng Fan)

指導教授 ： 沈俊毅

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2011年)

https://doi.org/10.6846/TKU.2011.00465

摘要

現行國小階段補救教學的實施以國語文、數學為主，英語則是從國小三年級始得施行，自然與社會領域則始自國中階段的七年級；因此國小階段的自然領域目前並沒有整合性的補救教學方案，然部分學童學習成就低落的情況仍是普遍存在教學現場當中，如何有效提升其學習成效、降低學習挫敗是很重要的問題。而現今網路遊戲的影響力與日俱增，網路遊戲已經成為兒少的主要休閒娛樂，對家長及老師而言，憂心遊戲會對學生造成學習的負面影響，而學習成效的好壞取決於學生是否能夠主動參與。遊戲式學習系統能引起學生的學習興趣與意願，並有效提升學生參與學習，達到良好的學習成效。本研究以樹德科技大學程毓明教授開發之「數位學習大富翁」為學習媒介，透過數位遊戲式學習系統，作為學生的學習輔助工具，以期達到提升學習成效之目的。本研究採「前測—後測控制組設計」，研究對象為桃園縣某國小三年級所有學生中自然領域低成就的學生，隨機分派成兩組，一組為實驗組，一組為控制組，並對實驗組學生進行數位遊戲式補救教學，控制組學生進行傳統式補救教學，分析傳統補救教學與數位遊戲式學習兩者成效之差異情形。研究結果顯示兩組學童在補救教學介入後，學習成效皆有顯著提升，傳統式補救教學組的學童成績平均數提高3.44分，數位遊戲式補救教學組的學童成績平均數則大幅提高7.47分，顯示兩種補救教學模式皆能有效提高自然領域低成就學童之學習成效，而數位遊戲式補救教學組的學童提升幅度更是遠大於傳統式補救教學組的學童；在學習態度方面兩組同樣有顯著提升，傳統式補救教學組的學童學習態度平均數提升9.35，數位遊戲式補救教學組的學童學習態度平均數則提升12.75，顯示兩種補救教學模式皆能有效提高自然領域低成就學童之學習態度。

關鍵字

數位遊戲式學習 ； 自然領域 ； 補救教學

並列摘要

The implementation of current primary school remedial instruction mainly focuses on Chinese and Math, and the remedial instruction for English starts from the third grade. The remedial instruction for Natural Science and Social Science starts from the 7th grade. There is no integrated remedial instruction program for Natural Science in primary school currently. However, the situation of partial students having low academic achievements is still very common in the teaching setting. It is a very important issue to effectively improve the learning effectiveness and reduce learning frustration. The impact of online games has gradually increased, and online games have become the major leisure-time entertainment of children and teenagers. Parents and teachers worry that those games will have negative learning impacts, but learning effectiveness depends on whether the students can actively participate. The game based learning system can trigger students’ learning interest and will, and effectively encourage students to participate in learning and achieve good learning effectiveness. The study applies “Digital Learning Monopoly” developed by Professor, Cheng Yu-Ming of Shu-Te University as the leaning media, and the digital game-based learning system as the students’ learning assistance tool to achieve the purpose of improving the learning effectiveness. The study applies the “pretest - posttest control group design”, and the study object is third grade students with low Natural Science achievements in Taoyuan County. The study object is randomly divided into an experimental group and a control group. Digital game based remedial instruction is processed on the experimental group, and traditional remedial instruction is processed on the control group. The effectiveness difference between traditional remedial instruction and digital game-based learning is analyzed. The study result shows that after remedial instruction intervention, the learning effectiveness of the two groups both show significant improvement. The average score of the control group is 3.44 higher, and the average score of the experimental group is 7.47 higher, which shows that the two remedial instruction models can both effectively improve the learning effectiveness of students with low Natural Science achievements. The improvement level of students in the digital game based remedial instruction group is much more than students in the traditional remedial instruction group. There is also a significant improvement for both groups in learning attitude. The mean of the control group is 9.35 higher, and the mean of the experimental group is 12.75 higher, which indicates that both remedial instruction models can effectively improve the learning attitude of students with low Natural Science achievements.

並列關鍵字

digital game-based learning ； natural science ； remedial instruction

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