沿海濕地保育教育桌遊設計以及該桌遊對國小高年級學生環境知識、態度、技能及學習動機之影響

Designing an educational board game about coastal wetland protection and evaluating its influence on the upper-grade elementary school students’ learning including environmental protection knowledge, attitudes, skills, and learning motivation

吳芝羽(Zhi-Yu Wu)

指導教授 ： 陳昭秀

國立交通大學/人文社會學院/教育研究所/碩士(2019年)

摘要

本研究旨在設計一款適合國小高年級學生學習濕地保育之桌遊並探討該桌遊對其環境知識、態度、技能與學習動機之影響。研究者在桌遊開發階段回顧了有關濕地、環境教育、桌上遊戲等相關研究以及現今國小濕地保育教材之內容，並與兩位國小教師和桌遊專家訪談，以作為桌遊雛型設計的依據。
本研究桌遊評估共分三個階段：第一階段為專家評鑑，邀請兩位專家評估桌遊雛型，依據桌遊教具評鑑表(ETGD)中教材內容、學習引導、教學設計和教學媒體四個方面，提出桌遊的改善建議。第二階段為目標使用者評鑑，邀請六位國小六年級學生試玩桌遊，他們在遊戲中以放聲思考的方式進行遊戲，並於結束後接受焦點小組訪談，提出桌遊的改善建議。第三階段為實地施測，以前後測的方式測量一班25位學生在使用桌遊後其環境知識、態度以及技能之改變，以及使用桌遊學習的動機，並於遊戲結束後訪談兩組學生，了解他們對遊戲的感受。
實地施測結果顯示，學生在環境態度與技能之前後測有顯著差異，但環境知識之前後測則無顯著差異。此外學生的學習動機分數為平均為4.06分，顯示學生對於使用桌遊學習有中高度的動機；學習動機當中的關聯性分數最高，表示學生認為桌遊內容與生活和所學有高度相關；但是信心分數較低，表示學生對於能否拔得頭籌並掌握桌遊玩法較缺乏信心。從訪談結果發現，學生喜愛桌遊的美術風格和界面設計，並認為遊戲的難易度適中；但在防弊機制、App策略解說、App功能以及遊戲的不確定性和新奇感等方面，仍有改善之處。最後本研究從三方面：桌遊應用於環境教育之推廣、桌遊設計以及未來研究，提供相關建議。

關鍵字

桌上遊戲 ； 濕地保育 ； 環境知識 ； 環境態度 ； 環境技能 ； 學習動機

並列摘要

This study aims to design an educational board Game about coastal wetland protection and to evaluate its influence on the upper-grade elementary school students’ learning including environmental knowledge, attitudes, skills and learning motivation. To develop the board game prototype, the author reviewed relevant literatures about wetlands, environmental education and board games and interviewed two elementary school teachers and a board-game expert.
The evaluation of the board game includes expert evaluation, small-group evaluation, and a field trial. In the expert-evaluation stage, two elementary school teachers evaluate the prototype according to the four aspects in the ETGD instrument including board-game content, learning guidance, instructional design, and learning materials. In the small-group-evaluation stage, six sixth-grade students played the board game, and they were requested to think aloud while playing the game. Then, the six students were interviewed to express their opinions on the game-play experience and on how to improve the game design. In the field-trail stage, to understand students’ knowledge change, a class of 25 six-grade students played the game and took the pre- and post- tests. Also, two groups of students were interviewed to express their attitudes toward the game.
The field-trail results reveal that the students significantly improved their environmental attitude and skills, and that there is no significant difference between the pre-test and post-test on the environmental knowledge. Besides, the average scores of the students’ learning motivation is 4.06, and this result indicates the students have intermediate-high motivation about using the board game to learn wetland protection. Among the four aspects in the ARCS motivation model, the students have the highest score on relevance aspect, and it means the students think the board-game content relevant to their experiences. However, students have the lowest score on the confidence aspect, and it means the students are unsure whether they can play the game well. In addition, the results of interviewing the two groups shows that students enjoy the art style and interface design of the board game, and that they think the difficulty level of playing the game is moderate. Yet, they suggest the design of cheating prevention, explanation of game strategies within the App, App functions, and uncertainty and novelty be further improved. Based on the findings, the suggestions about application of board games in environmental education, board-game design, and future research are provided.

並列關鍵字

board games ； wetland protection ； environmental knowledge ； environmental attitude ； environmental skill ； learning motivation

參考文獻

一、英文文獻：

Barbier, E. B., Acreman, M., & Knowler, D. (1997). Economic valuation of wetlands: a guide for policy makers and planners. Gland, Switzerland: Ramsar Convention Bureau.

Cowardin, L. M., Carter, V., Golet, F. C., & LaRoe, E. T. (1979). Classification of wetlands and deep-water habitats of the united states (2nd ed.). US Department of the Interior, US Fish and Wildlife Service.

Csikszentmihalyi, M. (1997). Flow and education. NAMTA journal, 22(2), 2-35.

Dyson, S. B., Chang, Y. L., Chen, H. C., Hsiung, H. Y., Tseng, C. C., & Chang, J. H. (2016). The effect of tabletop role-playing games on the creative potential and emotional creativity of Taiwanese college students. Thinking Skills and Creativity, 19, 88-96.