數位教育遊戲之開發與評估：以「Mr.道耳頓的奇幻歷險」為例; The development and evaluation of a digital science educational game for learning chemical reactions

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题名:	數位教育遊戲之開發與評估：以「Mr.道耳頓的奇幻歷險」為例;The development and evaluation of a digital science educational game for learning chemical reactions
作者:	陳若涵;Chen,Ruo-han
贡献者:	網路學習科技研究所
关键词:	遊戲式學習;數位遊戲式學習;數位教育遊戲;game-based learning;digital game-based learning;digital educational games
日期:	2014-01-20
上传时间:	2014-04-02 15:48:47 (UTC+8)
出版者:	國立中央大學
摘要:	數位遊戲式學習（digital game-based learning）可以加強學習動機，藉由數位教育遊戲使人專注，進而專心投入遊戲中的學習環境，以提高學習興趣，讓學習者感覺到學習是一件快樂的事，不再排斥，之後才能進一步精深學習。而在化學的學習上，因為學生對其微觀的表徵概念難以理解，加上繁複背誦的過程，學生常對其產生排斥與畏懼的心理。因此，本研究旨在發展一款數位教育遊戲來輔助國中生學習化學，並且進一步評估是否能提升學生在化學成績上的表現。在進行遊戲系統評估時，本研究採用單一組前後測，對85位高中一年級學生進行施測，首先進行科技接受度與鷹架功能知覺有用性的問卷調查。根據問卷結果發現，學生對於數位教育遊戲的知覺有用性、知覺易用性與使用意願皆給予正面回饋，認為數位教育遊戲可以幫助其學習化學，在操作上顯得容易，並且樂於使用此遊戲來進行學習。再將其化學成績進行分析，並根據化學成績的分析結果發現，學生在使用數位教育遊戲進行學習過後，其化學成績有著顯著的進步，另外再以學生前測之平均成績將學生分為高、低成就兩組進行分析，結果發現，低成就學生在化學成績進步的實際顯著程度為高，而高成就學生在化學成績進步的實際顯著程度為中等，表示使用數位教育遊戲進行學習，對低成就學生的幫助高於高成就學生。最後，本研究依據研究結果與討論提出系統設計、教學實務及未來研究之建議。; Secondary school students have been found to have difficulties and being uninterested in learning chemical reactions. Recently, digital educational games have been increasingly used to motivate students' learning. To improve students' motivation and learning outcomes on chemical reactions, a digital science educational game (DSEG) was developed in this study. After the development of this DSEG, this study also conducted a series of system evaluations on it. To this end, both questionnaire survey and tape-recorded interviews were conducted. The participants of the system evaluation in this study were 85 10th graders. After the treatment (i.e., playing the DSEG) for six hours, the participants expressed satisfactory perceived usefulness and ease of use of this DSEG. Also, they had high intention to use the DSEG in learning chemical reactions. Moreover, with a single group pretest-posttest quasi-experiment, this study further revealed that the participants significantly performed better in their post-test. In particular, the effect size of the effects of this DSEG on low achievers was large, while that of high-achievers was medium. It indicated that the low achievers in this study benefited more from the DSEG than did the high achievers. Some suggestions and implications for teaching practice, system design, and future work are also discussed in this study.
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