透過您的圖書館登入
IP:3.90.187.11
  • 學位論文

探究遊戲式學習對學生邏輯推理能力的影響

Exploring the Effects of Game-based Learning on Students' Logical Reasoning Ability

指導教授 : 吳純萍 李世忠

摘要


問題解決是當給予個體一個難題時,個體透過反思與討論,將本身舊有的知識基模組織與精緻化,以產生新的認知來解決這個難題的一系列認知的過程。在問題類型中,邏輯問題是最基礎也是最重要的,在解決所有類型的問題之前,都需要先具備解決邏輯問題的能力,亦即邏輯推理的能力,因此如何提升邏輯推理能力是很重要的。根據相關研究指出,遊戲是激勵學習者的有效工具,遊戲提供學習者一個運有既有知識分析、推理並制定決策來解決問題的機會,並透過執行該決策是否通過關卡來檢視自己制定的策略有沒有效。由上述得知,以遊戲式學習提升邏輯推理能力具有潛在的效益。本研究以基礎程式邏輯概念為核心,設計並開發包含3D密室逃脫遊戲及機器人課堂遊戲之遊戲式學習模式,探究玩家藉由操作及執行遊戲關卡,是否會引發腦內邏輯推理的歷程,並藉由推理的過程產生相對應的外顯行為,成功解決遊戲問題並遷移至基礎程式邏輯測驗表現上。本研究採準實驗研究法,以新北市某國中一年級84位修習資訊課程的學生為樣本,將其分為實驗組一與實驗組二,分別介入遊戲式學習融入敘述式鷹架和遊戲式學習融入提問式鷹架,探討實驗組一與實驗組二於密室逃脫遊戲表現、機器人課堂遊戲表現及基礎程式邏輯後測三變項之差異。研究結果如下:使用遊戲式學習融入敘述式鷹架之實驗組一與使用遊戲式學習融入提問式鷹架之實驗組二,於密室逃脫遊戲表現上無顯著差異;但使用敘述式鷹架之實驗組一於機器人課堂遊戲表現及基礎程式邏輯後測表現上,皆顯著優於使用提問式鷹架之實驗組二。上述結果證實鷹架的設計應明確且直接,以幫助學習者更順利的產生邏輯推理歷程。並以此結果證實介入遊戲式學習時鷹架設計的原則與重要性。

並列摘要


Problem solving is a series of cognition process. During the processes, the individual would organize and elaborate knowledge they already have to a new scheme while giving them a puzzle. In all types of problem, logical problem is the most basic and important. The individual must have the ability of solving logical problem before solving all types of problem, the ability called logical reasoning ability, and it makes the ability more important. According to related research, game is an effective tool to excite learner, it provided an opportunity to analyzing, reasoning, and making decision. Through the result of conducting that decision, the learner could examine if the decision made by themself is effective. Above all, it has some potential benefits that learners enhance logical reasoning ability by game-based learning. This research based on the concept of basic program logic, design and develop a game-based learning mode that including 3D escaping game and machine car game. This study explores if learner can generate logical reasoning process by operating game mission, generate their behavior to finish game mission, and migrate to the test of basic program logic. This study adopted quasi-experimental research, samples of this study were 84 first grade students in New Taipei City. They were divided into experimental group 1 and experimental group 2, participated in two game-based learnings: straight scaffolding and questionable scaffolding. This study messureed the difference between group 1 and group 2 of game achievement in escaping game, machine car game. The results of research finding are: there are no significant finding in game achievement of 3D escaping game between group 1 and group 2. But in the achievement of machine car game and in the test of basic program logic, the group 1 performs significantly better than the group 2. This study suggests that the design of scaffolding must be clear and straightforward to help learner to engage in the process of logical reasoning. Based on the result, this research concludes the importance of scaffolding design in instructal game-based learning.

參考文獻


Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
中文部份
于文正(2014)。鷹架具體程度對創意發想的影響。教育科學研究期刊,59(2),31-60。
呂建億(2011)。融入合作學習與創造思考教學模式來解決問題的科技活動-以創意彈珠軌道機構闖關遊戲為例。生活科技教育,44(6),52-72。
吳純萍、塗婕、李世忠(2018)。遊戲融入程式教學之鷹架設計。「十二年國民基本教育素養導向課程與教學實務」學術研討會發表之論文,私立東海大學附屬中學視聽教室。

延伸閱讀