遊戲式分數教材對國小六年級生分數概念的影響

Abstract

本研究探討國小六年級學生使用遊戲式分數教材「海賽爾王國」，對其分數概念的影響，及了解學生對教材的態度與感受。

研究採單組準實驗設計。研究對象為新竹市某國小六年級共49名學生。研究進行160分鐘的實驗處理，包含前後測、遊戲教材使用、態度問卷填寫及師生訪談。

研究結果顯示，學生後測分數較前測高，且有顯著差異，表示學生能透過遊戲教材學習到分數概念。經訪談也發現學生確實修正了原本錯誤的分數概念想法。另外，在學習態度方面，學生普遍對遊戲教材持正向態度，教師也認同此遊戲教材所帶來的學習價值。

This research is to explore the effects of “Kingdom of Hazel,” a self-developed game-based learning material, on the change of students’ fraction concepts, and to understand the student’s attitude toward the materials. This study applied a single group pretest posttest quasi-experimental design. The participants were 49 sixth grade students at an elementary school in Hsinchu. The experiment contained 160 minutes, including pretest, posttest, learning game playing, a survey and interviews. The result indicates that students’ score of the posttest is obviously higher than the pretest. This shows that students can learn the concept of fraction through game-based material and method. According to the interviews, students correct their misconceptions after the experiment. Students’ attitude toward learning fraction through game-based method is positive.