前導組織與遊戲設計策略對國小生Scratch遊戲程式設計學習成效、動機及態度之影響

Abstract

本研究旨在探討前導組織及遊戲設計策略對國小生在Scratch遊戲程式設計擴增實境學習活動的學習成效、動機及態度之影響。研究對象為國小六年級學習者，研究樣本為臺北市某國小163位六年級學生，有效樣本134人。本研究採因子設計之準實驗研究法，自變項為「前導組織」及「遊戲設計策略」，「前導組織」依據多媒體互動之差異分為「遊戲前導」及「動畫前導」；「遊戲設計策略」依據教學內容之差異分為「由上而下」及「由下而上」。依變項為程式設計學習成效(知識理解、知識應用)、學習動機(價值成分、期望成分、科技接受度)及學習態度(學習自信心、學習喜好、學習焦慮、學習過程、學習方法、有用性)。研究結果發現：就學習成效而言，(1)在「前導組織」方面，接受「遊戲前導」時，「由上而下組」學習者在知識理解及知識應用表現高於「由下而上組」學習者；(2)在「遊戲設計策略」方面，使用「由上而下策略」時，「遊戲前導組」學習者在知識理解及知識應用表現高於「動畫前導組」學習者。其次，就學習動機而言，學習者對於Scratch遊戲程式設計皆持正向動機，(3)但就「前導組織」而言，接受「遊戲前導」時，「由上而下組」學習者在學習動機表現高於「由下而上組」學習者；(4)而就「遊戲設計策略」來看，使用「由上而下策略」時，「遊戲前導組」學習者在學習動機表現高於「動畫前導組」學習者。最後，就學習態度而言，學習者對於Scratch遊戲程式設計皆持正向態度，(5)從「前導組織」來看，接受「遊戲前導」時，「由上而下組」學習者在學習態度表現高於「由下而上組」學習者；(6)從「遊戲設計策略」來看，使用「由上而下策略」時，「遊戲前導組」學習者在學習態度表現高於「動畫前導組」學習者。

The purpose of this study was to explore the effects of advance organizer and game design strategy on elementary students’ learning performance, motivation, and attitude in learning of Scratch game programming through AR-based learning activity. Participants were 163 sixth-graders from an elementary school in Taipei City, Taiwan. The effective sample size was 134. A quasi-experimental design was adopted. The independent variables were advance organizer (game vs. animation) and game design strategy (top-down vs. bottom-up). The dependent variables included students’ learning performance, motivation, and attitude.The results revealed that for the learning performance, (a) in the game advance organizer group, the top-down group outperformed the bottom-up group on the comprehension and application performance; and (b) in the top-down group, the game advance organizer group outperformed the animation advance organizer group on the comprehension and application performance. For learning motivation, all participants showed positive motivation, and (c) in the game advance organizer group, the top-down group higher degree of motivation than the bottom-up group; and (d) in the top-down group, the game advance organizer group higher degree of motivation than the animation advance organizer group. Finally, for learning attitude, all participants showed positive attitude toward the employed AR-based Scratch game programming, and (e) in the game advance organizer group, the top-down group higher degree of attitude than the bottom-up group; and (f) in the top-down group, the game advance organizer group higher degree of attitude than the animation advance organizer group.