遊戲策略對國小學生磁力概念學習的影響

Abstract

本研究旨在設計一針對國小三年級自然與生活科技領域磁力單元的學習 遊戲，探討研究參與者使用遊戲策略學習磁力概念的成效、對所使用之學習遊戲 的態度與對自然科學學習的態度。 研究採準實驗設計，研究參與者為台北市某公立國小三年級的學生共51名， 控制組25 人使用自學策略、實驗組26 人使用遊戲策略進行磁力概念的學習，其 所有參與研究的三年級學生先前皆並未有關於「磁力的概念」的學習經驗。研究 工具有研究者設計之磁島大冒險遊戲、自編的遊戲問卷與自然科學學習問卷，另 學習成就測驗則選自康軒國小三年級自然與生活科技領域測驗題庫，並請五位專 家進行審題後編製完成。 研究結果顯示無論使用何種學習策略學習磁力概念，控制組與實驗組學生於 成就測驗上都有顯著的進步，但兩組間無顯著差異；另實驗組學生給予磁島大冒 險遊戲正向的回饋，且兩組學生對於自然科學的學習都持正向態度。

The purpose of this research was to develop a science learning game focusing on magnetism concept learning, to examine the impact of gaming strategy on elementary students’ magnetism concept learning, and to investigate students’ attitude toward the science learning game and science learning.

Research used quasi-experiment design. There were 25 students in the control group using the self-learning strategy, while 26 students in the experimental group using gaming strategy to learn the magnetism concept. Neither groups of student have any prior knowledge about magnetism concept. Research instruments included science learning game, achievement test, game learning questionnaire and science learning questionnaire.

The research results indicate that both groups have the significant improvement on the achievement test, but have no difference between groups. According to the survey, experiment group student gave positive feedback to science game, and both group hold positive attitude toward the science learning.