適地性遊戲應用於校園植物辨識之學習成效分析

Abstract

本研究旨在探討在校園植物辨識課程中融入數位適地性遊戲，對於國小學童的學習成效之影響，並藉由價值-信念-規範理論架構探討國小學童的環境價值觀、個人規範與友善植物行為之間的關係。本研究以187位五年級學童為研究對象，透過為期八週的課程，結合戶外適地性遊戲進行校園植物辨識教學。研究結果顯示，利己價值、利他價值與利自然價值皆對個人規範產生顯著正向影響，而個人規範亦對友善植物行為產生顯著正向影響，驗證價值-信念-規範理論具有跨國生態效度。相關研究部分顯示，融入適地性遊戲之植物辨識課程能顯著提升學童的學習成效，並顯示性別在環境價值觀、個人規範、友善植物行為與學習成效等構面上沒有顯著差異。本研究驗證了價值-信念-規範理論在校園植物辨識教學情境及臺灣國小學童對象的適用性，證實適地性遊戲適合作為植物辨識教學的創新教學策略，並為未來植物、環境教育提供參考與實務建議。The present study aim to investigate the effects of integrating digital location-based games into plant identification courses on elementary school students’ learning outcomes. Additionally, it explored the relationships among students’ environmental values, personal norms, and plant-friendly behaviors based on the Value-Belief-Norm theory (VBN theory). The participants were 187 fifth-grade students who took part in an eight-week program combining outdoor location-based games with plant identification courses on campus.The results indicated that egoistic, altruistic, and biospheric values all had a significant positive influence on personal norms, which in turn significantly predicted plant-friendly behaviors. These findings support the cross-national ecological validity of the VBN theory. Furthermore, the integration of location-based games into plant identification courses was shown to significantly enhance students’ learning outcomes. No significant gender differences were found in environmental values, personal norms, plant-friendly behaviors, or learning outcomes.This study confirms the applicability of the VBN theory in the context of plant identification courses among elementary school students in Taiwan. It also demonstrates the effectiveness of location-based games as an innovative pedagogical strategy for plant identification, providing valuable implications for future environmental and plant education practices.