遊戲式學習對大學生資訊素養與倫理學習成效之研究

Abstract

本研究旨在探討應用遊戲式教學在大學資訊素養與倫理課程的可行性及其對學生學習成效之影響。為達研究目的，本研究採準實驗研究法，以新竹地區某公立大學修習通識教育資訊素養與倫理課程之2個班級各30名學生為研究對象，隨機分派為1班實驗組，另1班則為對照組，實驗組接受遊戲式教學方法，對照組接受傳統教學方法。 經過6週12節教學實驗處理後，比較兩組學生在學習成效（學習成就、資訊素養與倫理表現及學習態度）的差異情形。研究結果發現：(一)遊戲式教學對大學生在資訊素養與倫理課程之學習成就與學習保留情形顯著優於傳統教學。(二)遊戲式教學對大學生在資訊素養與倫理課程之資訊素養與倫理表現優於傳統教學。(三)遊戲式教學對大學生在資訊素養與倫理課程之學習態度優於傳統教學。(四)遊戲式教學在學習態度和學習成就之間有顯著相關，傳統教學在資訊素養與倫理表現和學習態度之間有顯著相關。(五)遊戲式教學在學習態度對學習成就的影響具解釋力，傳統教學在資訊素養與倫理表現對學習態度的影響具解釋力。This study is aimed to investigate the practicability of application games-based learning in information literacy and ethics for students in university. A quasi-experimental design was conducted of information literacy and ethics in general education with a public university students in Hsinchu. The samples were 2 classes. Two classes were randomly assigned to experimental groups and two classes were randomly assigned to control groups. Experimental group received “Games-based teaching programs”, control group students received “Traditional teaching programs”. After conducting 12 lessons (six weeks) experimental teaching processes, the two groups of students will be compared based on study results(learning achievement, information literacy and ethic performance, study attitude). From this study, the following outcome will expected: 1.Games-based instructional programs than traditional teaching programs can improve students' learning achievement and learning retention. 2.Games-based instructional programs than traditional teaching programs can improve students' information literacy and ethic performance. 3.Games-based instructional programs than traditional teaching programs can improve students' study attitude. 4.Games-based instructional programs variable items of study attitude had been significantly related with learning achievement, traditional teaching programs variable items of information literacy ethic performance had been significantly related with study attitude. 5.The study attitude have significance predicting learning achievement in games-based instructional programs, information literacy and ethic performance have significance predicting study attitude in traditional teaching programs.