Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93083
Title: 遊戲式探索學習模式與學習型態對國小生外來種生物概念學習之影響
The Effects of Type of Game-based Inquiry Learning and Learning Style on Elementary Students’ Learning of Alien Species
Authors: 陳明溥
Ming-Puu Chen
邱寶萱
Pao-Hsuan Chiu
Keywords: 外來種生物概念
遊戲式數位學習
探索學習模式
學習型態
alien species
digital game-based learning
inquiry-based learning
learning style
Issue Date: 2014
Abstract:   本研究旨在探討不同探索學習模式(循序式探索、自主式探索)整合5E遊戲學習活動(3D遊戲、2D遊戲)與學習型態(嘗試型、反思型)對國小高年級學習者外來種生物概念的學習成效、行為意向及自然與生活科技領域與科技學習態度之影響。研究對象為國小高年級學習者,有效樣本為174 人,教學實驗活動為期四週,共計160 分鐘。研究設計採因子設計之準實驗研究,自變項包括探索學習模式、5E遊戲學習活動與學習型態,「探索學習模式」依據學習者的學習任務解決順序分為循序式探索和自主式探索;「5E遊戲學習活動」依據數位遊戲的聲光效果和感官刺激之互動差異,分為3D遊戲和2D遊戲;「學習型態」依據學習者學習者在進行資訊處理時,其認知處理、思考反應與問題解決之個別差異,分為嘗試型學習型態和反思型學習型態。依變項則包含「外來種生物概念學習成效」、「外來種生物概念行為意向」與「自然與生活科技領域與科技學習態度」。   研究結果依外來種生物概念學習成效、行為意向與自然與生活科技領域與科技學習態度三個面向,綜合歸納如下:(1)3D遊戲之5E遊戲學習活動比2D遊戲較能提升國小高年級學習者外來種生物概念知識理解成效表現,而不同探索學習模式與學習型態則不影響外來種生物概念知識理解與知識應用成效表現;(2)循序式探索之探索學習模式比自主式探索較能增進國小高年級學習者外來種生物概念宣導行為意向,而不同學習型態的學習者進行5E遊戲學習活動後對外來種生物概念皆抱持正向的生態管理行為意向、宣導行為意向和防治行為意向;(3)對於不同學習型態的國小高年級學習者而言,透過整合不同探索學習模式之5E遊戲學習活動進行學習皆抱持正向的自然與生活科技領域與科技學習態度;特別是循序式探索、3D遊戲與嘗試型學習型態之學習態度表現較佳。
The purpose of this study was to investigate the effects of type of game-based inquiry learning and learning style on elementary students’ learning of alien species. A quasi-experimental research design was employed in the study and the participants in this study were 174 sixth-graders. The independent variables of this research were inquiry-based learning, 5E-based learning game and learning style, the inquiry-based learning included sequential inquiry and self-regulatory inquiry, the 5E-based learning game included 3D game and 2D game, and the learning style included trial-error-feedback and reflective. The dependent variables were learning performance, behavioral intention toward alien species, and technology attitudes. The results revealed that (a) 3D game facilitated learners’ learning performance better than 2D game, (b) sequential inquiry enhanced learners’ behavioral intentions of advocacy better than self-regulatory inquiry; 5E-based learning game had positive impacts on learners’ behavioral intentions of ecosystem management, advocacy and prevention, and (c) regardless of the learning style, inquiry-based learning and 5E-based learning game had positive impacts on learners’ technology attitudes; especially sequential inquiry, 3D game, and trial-error-feedback.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699080059%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93083
Other Identifiers: GN0699080059
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