創意遊戲對國小學生寫作的認知與情意因素及學習成效：以畢卡索遊戲為例

Abstract

在108課綱中，國語文的重要性不言而喻，而創意力被視為培養學生語文能力和文學素養的關鍵。寫作作為國語文能力的重要表現之一，需要學生具備高層次的思考能力和創造性思維。然而，傳統的寫作教學模式存在一定的不足，缺乏對學生創意思維的培養。因此，本研究旨在探討創意遊戲寫作教學對國小六年級學生寫作學習成效的影響，以及與認知、情意因素之心流體驗、遊戲焦慮、寫作學習成效與持續意圖之間的關係。認知因素為學生於心流體驗、知覺學習價值與微寫作成績三個構面上的表現；而情意因素為為學生於遊戲焦慮及持續意圖兩個構面上的情感表現。在研究程序上，採立意取樣，以臺北市某國小六年級學生為研究對象，以「微寫作」前後測評量與「情境想像與故事串接之遊戲焦慮、心流體驗及知覺學習價值與持續意圖測量問卷」對180名學生進行研究調查。本研究結果顯示：（1）在畢卡索遊戲中，參與者於情境想像階段的遊戲焦慮與心流體驗具顯著正相關；（2）在畢卡索遊戲中，參與者於故事串接階段的遊戲焦慮與心流體驗無相關；（3）在畢卡索遊戲中，參與者於情境想像階段與故事串接階段的心流體驗與知覺學習價值具顯著正相關；（4）在畢卡索遊戲中，參與者的知覺學習價值與微寫作作品成績具有關係性；（5）在畢卡索遊戲中，參與者的微寫作作品成績與持續意圖具有關係性；（6）創意遊戲寫作教學對學生之寫作學習成效呈正向影響。In Curriculum Guidelines of 12-Year Basic Education, the importance of Chinese language education is self-evident, as it is regarded as pivotal in nurturing students' language proficiency and literary literacy. Writing, as one of the key manifestations of Chinese language proficiency, requires students to possess high-level thinking skills and creative thinking. However, traditional writing teaching methods have certain limitations, lacking in the cultivation of students' creative thinking. This study aims to explore the impact of creative game-based writing instruction on the writing learning outcomes of sixth-grade elementary school students, as well as the relationships between cognitive and affective factors, including flow experience, game anxiety, writing performance, and continuous intention. Cognitive factors refer to students' performance in the dimensions of flow experience, perceived learning value, and micro-writing scores, while affective factors pertain to students' emotional responses in the dimensions of game anxiety and continuous intention. In terms of research methodology, purposive sampling was employed, with sixth-grade students from a primary school in Taipei as the research subjects. The study utilized pre- and post-tests of "micro-writing" and questionnaire in relation to "scenario imagination, storylinking, and continuous intention." Data of 180 were useful collected for statistical analysis. The results of this study indicate that “The Picasso’s Creation” game: (1) In participants' game anxiety is significantly positively related to flow experience during the imagination phase; (2) participants' game anxiety is not correlated with flow experience during the creation phase; (3) participants' flow experience is positively related to perceived learning value during the imagination phase and the story creation phase; (4) participants' perceived learning value is positively related to the scores of micro-writing works; (5) participants' scores of micro-writing works are significantly positively correlated with continuous intention; (6) The learning outcomes in creative writing through Picasso game areuseful.