遊戲環境偏好與感受在科學桌遊學習中扮演的角色

Abstract

科學桌遊廣泛運用在教學上並提供遊戲式學習環境，本研究歸納出遊戲環境涵蓋劇情背景、控制操作、意見分享、問題討論、策略建構與實際行為。選取新北市和臺北市國小生共48位，在遊玩「瘋水輪流轉」後收集自評量表及成效測驗的資料。結果顯示遊戲環境的偏好和學習成效沒有顯著相關，在問題討論、策略建構與實際行為的感受和學習成效呈中度相關，建議未來若以科學桌遊當作教學工具，在設計桌遊時應加強此；而控制操作偏好與感受越相符和學習成效呈中度相關，建議教師應多考量學生的偏好，比較有助於其科學學習的表現。Scientific board games are widely used in teaching and provide a game-based learning environment. This study concludes that the game environment covers plot background, manipulate, opinion sharing, problem discussion, strategy construction and actual behavior. A total of 48 students from New Taipei City and Taipei City are selected to collect self-rating scales and effectiveness test data after playing "Crazy Water". The results show that the preference of the game environment is not significant related to the learning effectiveness. In problem discussion, strategy construction and actual behavior faceted are medium related to the learning effectiveness. It is suggested that if the scientific board game is used as a teaching tool in the future, them should be strengthened when designing the board game. In manipulate faceted, the more consistent of the preference and the feeling is medium related to the learning effectiveness. It is recommended that teachers should consider the preference of the students, which is more conducive to their scientific learning performance.