適性遊戲式補救教學結合診斷測驗於國中數學學習成效、動機與態度之影響

Abstract

本研究根據Kolb（1984）所提出之「體驗式學習模型」為基礎，以國中數學「直角坐標與二元一次方程式的圖形」單元為教學內容，建置「適性遊戲式補救教學系統」。本系統搭配「貝氏網路診斷測驗系統」診斷出學生之錯誤類型後，能針對每位學生不同的錯誤類型給予相對應的適性補救教學活動。研究對象為國中七年級共87名學生，並以「適性遊戲式補救教學」之學生為實驗組、「非適性遊戲式補救教學」與「適性多媒體補救教學」之學生為控制組實施補救教學活動，比較適性機制與否以及教學策略的不同，是否會影響學習成效、學習動機與學習態度。 研究結果發現：（1）適性遊戲式補救教學對於學生學習成效、學習動機有正向的影響；（2）適性遊戲式補救教學能顯著提升高分群學生之學習成效；（3）適性遊戲式補救教學能顯著提升男生的學習動機；（4）適性遊戲式補救教學在教學時間不足的情況下，容易降低學生學習態度；（5）適性機制對於矯正學生的錯誤類型有顯著成效；（6）適性機制有助於補救高分群學生之錯誤類型；（7）未加入互動機制之多媒體教學方式易降低學生學習動機。

The aim of this study is to design an ‘Adaptive Game-based Remedial Instruction System’ based on Kolb's ‘Experiential Learning Model’. The instruction content of this system is focused on the chapter of ‘Cartesian coordinates and the graph of linear equation in two variables’ in seventh-grade junior high school math course. After diagnosing students’ mistake types by the ‘Bayesian Networks Diagnostic Test System’, we applied this game-based system to implement the remedial instruction for each student who has different mistake types. The 87 participants are seventh-grade students. The experimental group was conducted with the ‘Adaptive Game-based Remedial Instruction’, and the control group is composed of two groups of subjects were treated by another two different teaching strategies: the ‘Non-adaptive Game-based Remedial Instruction’ and the ‘Adaptive Multimedia Remedial Instruction’. The three groups were compared by the effects of remedial instruction modes and different teaching strategy in adaptive remedial instructions on students’ learning performance, motivation and attitude. The results show that (a) ‘Adaptive Game-based Remedial Instruction’ has positive effects on students’ learning performance and motivation; (b) ‘Adaptive Game-based Remedial Instruction’ can enhance higher level students’ learning performance significantly; (c) ‘Adaptive Game-based Remedial Instruction’ can enhance boys’ learning motivation significantly; (d) under the teaching time limit, ‘Adaptive Game-based Remedial Instruction’ will lower students’ learning attitude; (e) adaptive mechanism has significantly positive effect on modifying students’ mistake types; (f) adaptive mechanism has significantly positive effect on modifying higher level students’ mistake types; (g) the ‘Adaptive Multimedia Remedial Instruction’ without interaction mechanism will lower students’ learning motivation.