「密室逃脫遊戲」提升高中生音樂欣賞學習動機之研究

Abstract

本研究旨在探討「密室逃脫遊戲」融入高中生音樂欣賞課程，其學習動機之表現，以及背景變項之差異。本研究採「準實驗設計」中的「不等組前測─後測設計」，以研究者任教學校之四個班級的高中一年級學生為研究對象，以原班級區分為「實驗組」（N=68）與「對照組」（N=68）進行教學。教學工作為自編之「音樂密室逃脫課程教案」、研究工具為自編之「音樂學習動機量表」。經各項統計分析後，得出研究結果歸納如下：一、密室逃脫遊戲融入高中生音樂欣賞課程，實驗組學生在「總量表」之學習動機，顯著高於對照組學生。二、密室逃脫遊戲融入高中生音樂欣賞課程，實驗組學生在「價值」及「期望」分量表之學習動機，顯著高於對照組學生。三、密室逃脫遊戲融入高中生音樂欣賞課程，不同「性別」、「音樂相關之多元學習背景」、有否「密室逃脫/實境解謎遊玩經驗」之實驗組學生其學習動機表現未具顯著差異。最後，根據研究結果提出建議供未來教學或研究參考之方向：一、在設計音樂密室逃脫的教案時，可以從音樂學科本質思考，將密室逃脫與音樂課堂共通、希望學生習得的能力安排在課堂與遊戲設計中。二、在遊戲關卡中可以安排以譜例、圖片及文字閱讀、音樂聆聽、線索翻找、關主互動等多元方式來學習音樂欣賞的知識內容。三、未來的研究主題除學習動機外，可擴展至不同的面向，並加入質性訪談。 四、未來可在遊戲中加入AR、VR、MR、AI人工智慧等新興科技的運用。The aim of this study was to investigate the performance of high school students' learning motivation in music appreciation courses integrating "escape-room games" and the differences in background variables. The study adopted a " Nonequivalent pretest-posttest design," with four classes of first-year high school students from the researcher's school as the research subjects, divided into "experimental group" (N=68) and "control group" (N=68) for instruction. The teaching material was a self-compiled "music escape-room courses lesson plan," and the research tool was a self-compiled "music learning motivation questionnaire." After various statistical analyses, the research results were summarized as follows: 1. When "escape-room games" were integrated into high school music appreciation courses, the learning motivation of students in the experimental group was significantly higher than that of the control group on the "total scale." 2. When "escape-room games" were integrated into high school music appreciation courses, the learning motivation of students in theexperimental group was significantly higher than that of the control group on the"value" and "expectancy" subscales. 3. When "escape-room games" were integrated into high school music appreciation courses, there was no significant difference in learning motivation between different "genders", "diverse learning backgrounds related to music", "with and without escape-room/reality-puzzle-games playing experience" within the experimental group students. Finally, based on the research results, recommendations are proposed for future teaching or research directions: 1. When designing music escape-room games, it is recommended to consider the essence of the music discipline and incorporate the common skills and abilities that students are expected to acquire into both music class and game design.2. It is recommended to include diverse methods such as using music scores, images, text, music listening, clue searching and interaction in music escape-room games when learning music appreciation.3. Future research can expand beyond learning motivation to include different dimensions and incorporate qualitative interviews.4. Future games can integrate emerging technologies such as Augmented Reality, Virtual Reality, Mixed Reality, and Artificial Intelligence.