不同合作學習模式結合遊戲式學習對小學生運算思維學習成效之影響

Abstract

本研究旨在探討小學生使用不同合作學習模式於程式語言教育桌遊《機器人蓋程式》之學習成效，透過遊戲式學習培養小學生運算思維，還進一步結合了擴增實境為輔助系統的學習方式，將運算思維的邏輯實際轉換為對應的程式語言內容。本研究採二因子實驗設計，以台北某國小之104位三年級生為受測對象，實驗組1為有各自角色並結合擴增實境、實驗組2為共用角色並結合擴增實境、實驗組3為有各自角色、控制組班級為共用角色，皆是採兩人一組的合作學習模式遊玩。本研究欲提升學生之學習動機、問題解決能力傾向、創造力自我效能、及認知負荷，最後再針對學生使用擴增實境輔助系統的行為作滯後序列分析並探討。 研究結果顯示學生之學習成就前後測皆有顯著差異，而使用各自角色並在沒有輔助系統的導入下在內在動機有顯著差異，顯示輔助系統的導入會弱化桌遊本身能強化學生之間的互動，並根據學生使用輔助系統的行為分析，顯示學生會有基本的問題解決能力，但若沒有教師的輔助，學生在面對較需要高層次思考的問題遇到挫折時，會選擇略過問題或放棄。

With the important concept of Computational thinking, more and more educators tempt to integrate it into K-12 education. In this study, we introduced an educational programming board game, Robot City, in order to cultivate students’ Computational thinking skills through the game. The purpose of this study is to explore the learning outcomes of primary school students using different Cooperative learning strategies through Game-based learning. We further combine the use of Augmented reality as alearning assisted material, which can transform the logic of computational thing into the corresponding programming language content. With a two-factorial experiment, 104 third grades students were divided into four groups. Experimental 1 was students who have their own game characters and combine the use of Augmented reality system; Experimental 2 was students who share the characters with their partners and combine the use of Augmented reality system; Experimental 3 was students who have their own game characters; while the Control group was share the characters with their partners. The results of this study shows that there are significant differences in the learning outcomes due to the test results. While students who have their own game characters with no use of Augmented reality system have significant differences in the intrinsic motivation. According to the behavior analysis of students using the Augmented reality system, students are shown to have basic problem-solving skills. While faced with the need for high-level thinking, students are intent to give up or skip the problem without a teacher’s help.