廖遠光王思涵2019-08-292015-2-172019-08-292013http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699030042%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92621本研究透過「後設分析法」探討數位遊戲式學習對於中小學學生學習成效的影響，篩選出符合本研究需求的論文共計75篇，並依照不同的學習成效面向將分析側重於學業成就（51個比較數）、學習態度（29個比較數）及高層次思考能力(21個比較數)三個面向，調節變項的分析則採用固定效果模式（fixed-effects model）。 各個學習成效的效果量及其調節變項之分析結果如下： 一、 學業成就的整體效果量為 0.3980，有七個調節變項影響學業成就， 其一是教學者，控制組無教師的成效顯著優於相同教學者再優於不同教學者、未說明教學者之研究；控制組無教師的成效顯著優於遊戲為教師之研究。 其二是研究設計形式，單組前後測研究的成效顯著優於不等組前後測的研究設計形式；其三是控制組教學處理，無控制組形式的數位遊戲式學習影響效果最佳；其四是網路使用，用網路教學的成效顯著優於未使用網路。其五是增強機制，設計含增強機制的數位遊戲式學習顯著優於未含增強機制。其六為同步與非同步學習遊戲類型，非同步遊戲顯著優於同步遊戲。最後為影音式及動畫式學習遊戲類型，影音式設計的成效顯著優於動畫式。 二、學習態度的整體效果量為0.3830，有2個調節變項影響學習態度，其一是學校位置，北區的學校成效顯著優於南區學校；其二是單人或多人學習遊戲類型，單人式的遊戲顯著優於多人式。 三、高層次思考能力學習成效的整體效果量為0.6065，整體學習成效為正向， 且介於中度至高度效果之間。A meta-analysis was performed to synthesize existing research comparing the effects of digital game-based learning into instruction with traditional instruction on students’ cognitive and affective achievement. For academic outcomes, there were 51 studies collected, 29 studies on affective outcomes, and 21 studies for high level thinking. The quantitative data of the collected studies were transformed into Effect Size (ES). The main findings of this study were summarized as follows: 1.The whole effects suggest that digital game-based learning into instruction is more effective than traditional instruction on academic learning, affective learning, and high level thinking. Their mean ES were 0.3980, 0.3830 and 0.6065, respectively. 2.Seven variables, type of instructor, type of evaluation for treatment, type of control group instruction, game over network, type of reinforcing, Asynchronyor synchrony, and type of media had a statistically significant impact on the mean ES of academic achievement. 3.Two variables, location of school and number of player had a statistically significant impact on the mean ES of affective achievement. 4.High level thinking had a statistically significant impact on the mean ES. Based on these findings, some implications for future studies were suggested.數位遊戲式學習中小學學生學習成效後設分析Game-based LearningPrimary and secondary school studentsLearning AchievementMeta-Analysis