摘要 隨著科技與網路的進步與盛行，教育現場也經歷著教學與學習上的改變，尤其是在2020年至2022年間的新冠肺炎疫情期間，教師使用網路教學已成爲一種趨勢，即使學生回到真實的教室上課之後，對於網路及科技的依賴也是與日俱增，另 ，在現今教學方式多元化的現代，許多學者探討如何學習才能使學習效果越來越好 ，因此眾多學習方法便不斷出現，遊戲化學習便是一種新興的學習方式，將會激發 學生熱情的遊戲化元素融入學習內容中，是近幾年教育界非常重視的學習方式。然而，多數的網路遊戲化學習時常與如數學、英語、國語等科目做配合，鮮少探究至藝術領域，藝術鑑賞在藝術教育中具有悠久的歷史背景，在學生的學習上具有一定的難度，因此衍生出許多不同的藝術鑑賞模式，其中，Feldman的藝術鑑賞教學方法是被藝術教育界常常使用的，透過描述、分析、解釋、評價四階段，可以讓學生逐步學習欣賞畫作的方法，因此本研究採取此種藝術鑑賞方法為核心，設計藝術鑑賞網路遊戲，本研究將探討遊戲化網路平台融入藝術鑑賞課程對國小六年級在學習成效、學習態度、批判性思考傾向表現上的影響。 本研究採混合研究方法，以國小六年級學生為實驗對象，將兩班共50人分別分成實驗組與對照組，實驗組接受網路遊戲平台融入藝術鑑賞課程的學習，研究者使用Gather.Town等網路平台作為遊戲模板，在這些平台中融入不同畫作的藝術鑑賞問題；對照組則是使用平板以及傳統科技進行藝術鑑賞學習課程，兩組皆進行為期五週的藝術鑑賞學習課程，在此五週的課程中，兩組學生將學習共五幅畫作的藝術鑑賞知識。研究工具包含藝術鑑賞學習測驗卷、學習態度量表、批判性思考傾向量表、使用者經驗訪談紀錄，實驗時間總長為十週。 本研究在經過五週的實驗後，不同學習方法對學生的影響主要有以下發現：（1）實驗組的學習成效呈顯著進步，對照組的學習成效未呈顯著進步；（2）實驗組的學習態度呈顯著進步，對照組的學習態度未呈現顯著進步；（3）兩組在批判性思考傾向上均未呈顯著進步。（4）透過質性訪談發現兩組學生在三方面各有相同與相異處：（A）學習成效的訪談上兩組之相同看法為，均能說出藝術鑑賞模式四步驟如何用，惟實驗組不須經教師引導便能說仔細，對照組則不然；不同的觀點為，實驗組產生學習遷移現象，對照組則對學習的內容不確定；（B）學習態度方面的相同看法為，兩組皆被藝術畫作所吸引，且能增加對於藝術方面的知識；不同觀點則是實驗組對遊戲化學習方式表達強烈的認同，而對照組則認爲題目及寫字會增加學習的負擔；（C）批判性思考傾向的相同觀點為，皆表示會主動思考，但回答稍短，無法驗證其思考能力的提升，另一點為無法將藝術鑑賞所學習到的批判性思考能力運用至生活層面；（D）訪談訪問學生的學習歷程及心得，發現兩組皆對不同畫作有不少深刻的印象，並指出原因；不同的觀點則為實驗組學生多了許多玩網路遊戲的心路歷程。 綜合以上的研究結果，本研究所做之網路遊戲化平台融入藝術鑑賞課程，可提升國小六年級學生在學習成就、學習態度面向的成長，帶來了藝術教育領域的新改變，除了填補遊戲化學習在藝術鑑賞科目上的空白，質性與量化混合研究也更加確認了本研究結果在學習成就、學習態度面向上的有效，具備遊戲化的科技介入更提供給其他研究者另一種研究設計的方法；現場教師更可以從本研究中獲得對於教學設計、評量與課室翻轉的實際方案。;ABSTRACT With the advancement and widespread use of technology and the Internet， educational environments have undergone substantial changes in teaching and learning practices. Particularly during the COVID-19 pandemic from 2020 to 2022， online teaching became a prevailing trend among educators. Even after students returned to traditional classrooms， dependence on technology and online resources continued to increase. Moreover， with the diversification of modern instructional approaches， many researchers have explored methods to improve learning effectiveness. Consequently， various learning approaches have emerged， among which gamified learning has become an innovative instructional strategy. By incorporating game elements that stimulate learners’ motivation into educational content， gamified learning has received increasing attention in recent years. However， most online gamified learning applications are commonly integrated with subjects such as mathematics， English， and language studies， while relatively little research has focused on the field of art education. Art appreciation has a long historical background in art education and is often considered challenging for learners. Consequently， different approaches to art appreciation have been developed. Among these， Feldman’s Art Criticism Model is widely adopted in art education. Through its four stages — description， analysis， interpretation， and judgment—learners can gradually develop their ability to appreciate artworks. Therefore， this study adopted Feldman’s model as the core framework for designing an online gamified art appreciation platform. The purpose of this study was to investigate the effects of integrating a gamified online platform into art appreciation courses for sixth-grade elementary school students in terms of learning achievement， learning attitudes， and critical thinking awareness. This study employed a mixed-method research design with sixth-grade elementary school students as participants. A total of 50 students from two classes were divided into an experimental group and a control group. The experimental group participated in art appreciation courses integrated with an online gamified platform. The researcher employed online platforms such as Gather.Town as game templates and embedded art appreciation activities related to different artworks. The control group engaged in art appreciation learning through tablets and paper-based worksheets. Both groups participated in a five-week instructional program， during which students learned art appreciation concepts related to five artworks. Research instruments included an Art Appreciation Achievement Test， a Learning Attitude Scale， a Critical Thinking Awareness Scale， and interview records regarding user experiences. The total instructional duration was 10 weeks. After the five-week intervention， the findings of this study were as follows: (1) the experimental group demonstrated significant improvement in learning performance， whereas the control group showed no significant improvement; (2) the experimental group showed significant improvement in learning attitudes， while the control group did not demonstrate significant improvement; (3) neither group exhibited significant improvement in critical thinking Awareness; and (4) qualitative interview results revealed both similarities and differences between the two groups across several aspects: (A) Learning achievement: Both groups shared a similar view in that they were able to explain how to apply the four steps of the art appreciation model. However， students in the experimental group were able to provide detailed explanations independently without teacher guidance， whereas students in the control group were unable to do so. A difference between the groups was that the experimental group demonstrated evidence of learning transfer， while the control group expressed uncertainty regarding the learning content. (B) Learning attitudes: Similar findings indicated that learners in both groups were attracted by the artworks and believed that the learning activities increased their artistic knowledge. The difference was that the experimental group expressed strong support for the gamified learning approach， whereas students in the control group perceived answering questions and writing tasks as increasing their learning burden. (C) Critical thinking disposition: Both groups stated that they actively engaged in thinking during the learning process. However， their responses were relatively brief， making it difficult to verify improvements in thinking ability. Additionally， students from both groups were unable to apply the critical thinking skills learned through art appreciation activities to real-life situations. (D) Learning experiences and reflections: Interviews regarding learners’ experiences and reflections indicated that students in both groups developed strong impressions of various artworks and were able to explain their reasons. However， students in the experimental group additionally shared extensive experiences and reflections related to their engagement with the online game environment. Based on the findings， the integration of a gamified online platform into art appreciation courses can enhance sixth-grade students’ learning achievement and learning attitudes， contributing new possibilities to the field of art education. This study not only fills a gap in the application of gamified learning in art appreciation but also confirms its effectiveness through both quantitative and qualitative evidence. Furthermore， the incorporation of gamified technology provides researchers with an alternative instructional design framework and offers practical implications for classroom instruction， assessment， and innovative teaching practices.
