不同分組類型在實境遊戲學習之學習成效探討

Abstract

行動載具與無線網路科技的快速崛起使得實境學習成為新興學習策略。有著行動載具的協助，與當地特色景物結合的實境學習能夠加深學習者在真實情境之下與學習資源連動，達成有意義的學習方式。目前許多情境感知之實境學習多以遊戲式學習為主，並且融入合作、競爭等小組成員互動方式。許多文獻針對實境遊戲學習討論，並且著重平台設計、教學策略設計等主題，但卻鮮少研究探討分組模式所造成的影響。以往研究已證實，在教室的教學環境下，同質能力分組與異質能力分組對不同先備能力學習者之學習成效形成差異。當合作方式由傳統教室走向真實情境是否仍會形成相同的影響是本篇研究關注的焦點。本篇研究使用實驗法，受試者為58位，依照其審美知能高低將其分派至同質能力小組或異質能力小組，並接受一實境遊戲學習，主題為信義區公共藝術教學，並觀察依變項之變化：學習成就與小組學習興趣。研究統計方式採取成對樣本T檢定與共變數分析，並配合半結構式訪談進行質化資料收集。量化研究結果顯示，接受實境遊戲教學以後，全體學習者之學習成效均有顯著改善。然而，不同分組類型並不存在顯著差異，且不同能力者在分組類型亦無發生交互作用。搭配質化資料分析結果，顯示不同能力者在不同分組皆能在實境遊戲學習中獲得良好的學習經驗。本研究延伸以往能力分組討論，並且對未來的教學設計者或是教師給予實境遊戲融入教學現場的實質建議。Context-aware learning is an innovative strategy that enables learners to interact with people in a real learning context and receive purposive learning materials that are embedded in the context. The schemes are usually game-based and are performed with group cooperations and competitions, because active interactions between group members are required throughout the game-based learning process. However, recent studies put very limited amount of efforts on the investigation of the grouping effects. Studies have proven that in traditional classrooms, learners with different prior content-specific abilities are in favor of different types of grouping methods (heterogeneous and homogeneous). This paper addresses the grouping effects on context-aware game-based learning. 58 subjects were assigned to one of the two groups, in which either a heterogeneous or a homogeneous method was employed. Parallel form of achievement tests were given as the pretest and posttest to evaluate learner’s achievement, and a group learning interest questionnaire was given to explore learner’s group-learning interest on different grouping methods. Interviews were performed to gather qualitative information. The results of the study show that the learners have great improvement after receiving context-aware game-based learning and there is no significance between learners with different prior abilities in different grouping method. The assumption is made that context-aware game-based learning increase the learning efficiency of all learners. The results also make suggestions to instructional designers for better grouping learners into a context-aware game-based learning scenario.