透過您的圖書館登入
IP:3.239.57.87
  • 學位論文

遊戲式學習結合體感操作之認知負荷評估-以全球暖化的科學迷思為例

Cognitive Load Assessment of Game-based Somatosensory Operation Learning – Myths about Global Warming

指導教授 : 賴信志

摘要


近年資訊科技的發展,致使學生學習形式愈趨多元,尤其於體感遊戲如Wii、Kinect等開始盛行後,其可透過無線的遊戲裝置配合肢體動作如揮手、跑、跳、爬等,讓人於遊戲中有身歷其境的感覺,因具有結合視覺、動覺及聽覺之優勢,愈來愈多教育研究者將體感遊戲應用於教學中,透過遊戲式學習的方式,來引起學生主動學習的興趣。許多實施體感遊戲教學之相關研究中,大多顯示該類型遊戲可提高學生學習動機,但在學習成效的部分,可能會因學習方式異於一般傳統教學,造成學生學習負擔增加而導致認知差異的產生。因此,本研究希冀透過體感遊戲教學的實施,來瞭解學生認知變化情形外,並進一步檢視此學習方式是否造成學生認知負荷的產生。 本研究使用Kinect結合角色扮演遊戲,採用近年受關注之全球暖化議題為學習內容,設計出一套體感式角色扮演遊戲學習模組。研究方法為準實驗法及問卷調查法,依據本研究的學習內容及操作方式來設計前、後測及延宕測問卷內容,並以台南市3所國小五年級學生共60名為研究對象進行施測。研究結果顯示,於認知改善情形部分,前、後測的答對率有顯著提升(顯著性0.00<0.05),再進一步將後測結果與認知負荷作分析後,其結果顯著性為0.214(>0.05未達顯著),表示不管學習者的認知結果高低,對於認知負荷並無影響;在學習風格部分,同化型、聚歛型、適應型及擴散型的學生,其整體及個別類型學習風格皆與認知負荷的關係未達顯著性,表示不同學習風格類型的學生與認知負荷是無相互影響關係。 綜之,本研究結果可瞭解學生使用體感角色扮演遊戲並不會造成認知負荷,且學生先備知識及技能的高低也不會影他們最後的學習成果。但是在遊戲學習內容的設計上,必須加以注意,以免造成認知差異。因此,建議未來研究可再針對學習內容進行修改後再施測,以及未來教師若採取類似學習方式來教學時,需謹慎編排學習內容。

並列摘要


Many researches show that somatosensory game is used in the classroom to teach knowledge due to need to use body movements such as waving, running, jumping, and climbing to operate games, that can add students' learning motivation. Although it is obvious that somatosensory game could improve cognitive for learners, some studies found the new way of learning through somatosensory game like Kinect maybe generate the difference of learning outcomes because of cognitive load. Therefore, the purpose of this study was to understand the cognitive changes of learners and the generation of cognitive load by the implement of game-based somatosensory operation learning. This study combined Kinect device to design the learning somatosensory game that learning content is about globe warming issue, and implemented it in 3 of fifth-grade students with 60 participants in Tainan. Through a pre-test/post-test/ delays-test questionnaire, the descriptive statistics and open questions are discussed. The results shows: 1. the score of post-test in correct answer is higher than pre-test(0.00 <0.05), and post-test scores further compare with cognitive load, indicate it is no significant (0.214> 0.05). 2. The 4 type of assimilative, convergent, adaptation and diffusion, overall and individual types of learning styles are less than significant with cognitive load, indicate different types of student learning styles is no relationship with cognitive load. In summary, the results of the study to learn students somatosensory style role-playing game and will not cause cognitive load, and students prior knowledge and skill level will not shadow their final learning outcomes, but in the design of learning content on the game, must be taken to avoid cognitive differences. Therefore, we recommend that future research may be further modified for learning content and then applied to test, as well as future teachers who take a similar approach to teaching learning, the need to be cautious choreography learning content.

參考文獻


李其蓁(2014),利用情境式體感遊戲解決科學迷思之設計-以全球暖化為例
盧姝如、劉英傑、莊英君、彭正平(2012),體感互動遊戲應用於國小閩南語鄉土語言課程教學之研究
林弘昌(2008),錨式情境教學法的靜像式情境教材設計。生活科技教育月刊,41卷第五期
張弘典(2008),能源小蜜蜂:以數位遊戲以數位遊戲式學習輔助能源教育,碩士論文
沈彥甫(2011),國小師生全球暖化迷思概念與成因之探討,碩士論文

延伸閱讀