數位學習遊戲對七年級學生學習人體血液循環系統概念之影響
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2014
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Abstract
本研究發展人體血液循環概念的遊戲教材，檢視其對七年級學生學習人體血液循環概念的成效，及了解學生對教材的態度與感受。
本研究採準實驗設計，研究對象為台北市某國中七年級兩班學生共64人。其中一班34人為遊戲組，使用數位學習遊戲，另一班31人為動畫組，使用動畫教材。遊戲教材與動畫教材的學習內容相同，差別在於遊戲可讓學生自由操作，動畫只能讓學生以觀看閱讀的方式學習。兩組皆進行110分鐘的實驗處理，包含前後測、遊戲或動畫的學習以及態度問卷的填寫，並於實驗後對老師及部分學生進行訪談。
研究結果顯示，動畫組學生之後測分數較遊戲組學生高，且兩組間有顯著差異。兩組組內前後測差異皆有明顯進步，表示學生皆能透過遊戲教材或動畫教材學習到血液循環概念。訪談發現，學生普遍比較習慣老師直接告知概念，而不習慣自己發現概念，這可能是造成動畫組學習成效高於遊戲組學習成效的原因。另外，在學習態度方面，不論遊戲組或動畫組學生皆對兩種數位教材持正向態度。
The purpose of this study was to develop a digital learning game for seventh grade students’ learning of blood circulatory system concepts, and to know students’ attitude toward the game-supported learning of blood circulation. Quasi-experiment design was implemented. The participants were two classes of seventh grade of 64 students in Taipei. A class with 34 students was assigned as the group using digital learning game (game group), and the other class with 31 students was assigned as the group using animation materials (animation group). Digital learning games and animations materials had same learning content. Their difference is that game allows students to manipulate, but an animation only allows students to read (watch). Both groups have the experimental treatment for 110 minutes. After the experiment teachers and some students were interviewed. The results indicated that the posttest score of animation group is higher than the posttest score of game group. The differences between the pretest and the posttest scores (within group differences) in both groups are significant, which means that students can learn blood circulation concepts via digital learning games or animation materials. Interview data showed that students were generally more accustomed to teacher-lectured learning. This might be the cause why animation group has a higher achievement score than the game group. Both groups of students were holding a positive attitude toward the learning of blood circulation. And the game group has a positive reaction toward game-supported learning.
The purpose of this study was to develop a digital learning game for seventh grade students’ learning of blood circulatory system concepts, and to know students’ attitude toward the game-supported learning of blood circulation. Quasi-experiment design was implemented. The participants were two classes of seventh grade of 64 students in Taipei. A class with 34 students was assigned as the group using digital learning game (game group), and the other class with 31 students was assigned as the group using animation materials (animation group). Digital learning games and animations materials had same learning content. Their difference is that game allows students to manipulate, but an animation only allows students to read (watch). Both groups have the experimental treatment for 110 minutes. After the experiment teachers and some students were interviewed. The results indicated that the posttest score of animation group is higher than the posttest score of game group. The differences between the pretest and the posttest scores (within group differences) in both groups are significant, which means that students can learn blood circulation concepts via digital learning games or animation materials. Interview data showed that students were generally more accustomed to teacher-lectured learning. This might be the cause why animation group has a higher achievement score than the game group. Both groups of students were holding a positive attitude toward the learning of blood circulation. And the game group has a positive reaction toward game-supported learning.
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數位學習遊戲, 血液循環概念, 遊戲教材, 動畫教材, digital learning game, blood circulatory system concepts, digital game-based learning material, animation material