角色扮演遊戲融入5E學習環 對國中化學式相關概念學習之影響

Abstract

本研究旨在藉由實驗教學驗證建構式5E學習環教學模式與沉浸式角色扮演遊戲實施於化學式相關概念教學的可行性，探討不同5E學習環教學模式(演練範例式教學、探索式教學)對不同先備知識程度(高先備知識、低先備知識)的八年級學習者學習化學式相關概念的學習成效與理化學習動機之影響。研究對象為八年級學生，有效樣本為105人，研究設計採因子設計之準實驗研究法，自變項包含「教學模式」及「先備知識」，教學模式分為「演練範例式」與「探索式」兩種教學模式，先備知識依據學習者自然科前次的定期評量成績分為「高先備知識」與「低先備知識」；依變項則包括化學式相關概念學習成效、理化學習動機。研究結果發現：(1) 5E學習環之演練範例式教學策略有助於學習者化學式相關概念學習成效表現；(2)高先備知識學習者有較佳的化學式相關概念學習表現與理化學習動機表現；(3)不同高低先備知識程度的學習者，對於透過3D角色扮演沉浸式遊戲環境，融入不同5E學習環教學模式進行理化學習，皆持正向的動機表現；特別是低先備知識學習者有較高的參與動機表現。

The purpose of the present study was to examine the effects of instructional approach and type of prior knowledge on eighth graders’ learning chemical formula concepts and motivation towards science by implementing the perspective of 5E learning cycle and 3D immersive role-playing game. The quasi-experimental design was employed in the study and the participants in this study were 105 eighth graders. The independent variables contained two types of instructional approaches, including demonstration and non-demonstration, and two types of prior knowledge, including high prior knowledge and low prior knowledge. The dependent variables were chemical formula achievement and motivation towards science. The results revealed that: (a) the 5E learning cycle with demonstration was helpful to eighth graders in promoting chemical formula learning achievement; (b) regardless of the instructional strategies, students with high prior knowledge had better performance and positive motivation towards chemical formula learning; (c) regardless of either type of prior knowledge, students held positive motivation towards using 3D immersive role-playing game jointed 5E learning cycle for learning science. Those who had low prior knowledge were especially willing to indulge in the game-based learning course.