體驗式遊戲策略與數學學習信心對國中生比例式課程學習之影響

Abstract

本研究旨在探討不同體驗式遊戲策略(體驗式、引導體驗式)、數位遊戲(3D遊戲、Flash遊戲)與學習者的數學學習信心程度(高數學學習信心、低數學學習信心)對七年級學習者比例式課程的學習成效、數學學習動機和科技態度之影響。研究之對象為國中七年級學習者，共259人參與實驗教學。研究設計採因子設計之準實驗研究，自變項包括體驗式遊戲策略、數位遊戲與數學學習信心，體驗式遊戲策略分為「體驗式」和「引導體驗式」兩種方式；數位遊戲分為「3D遊戲」及「Flash遊戲」兩個類型；數學學習信心根據數學學習信心量表之分數高低，分為「高數學學習信心」與「低數學學習信心」。依變項則包含比例式課程學習成效、數學學習動機與科技態度。 研究結果依比例式課程學習成效、數學學習動機與科技態度三個面向，綜合歸納如下：(1) Flash遊戲比3D遊戲能提高學習者的知識應用表現，而高數學學習信心者的知識應用表現優於低數學學習信心者；(2)在數位遊戲學習環境中，學習者皆抱持正向的自主動機，其中，高數學學習信心者的數學學習動機優於低數學學習信心者。同時，體驗式遊戲策略比引導體驗式遊戲策略更能提升學習者數學學習中投射調節和認同調節之動機；(3)體驗式遊戲策略及引導體驗式遊戲策略皆能激發學習者正向的科技態度，其中高數學學習信心之學習者抱持較高的科技態度。

The purpose of this study was to investigate the effects of experiential gaming strategies and confidence in learning mathematics on junior high school students’ performances of learning proportional concepts. There were 259 seventh graders participating in the learning activity. The methodology of this study was quasi-experimental design. The independent variables of this research were experiential gaming strategy, digital game-based learning environment, and confidence in learning mathematics. The experiential gaming strategies included experiential learning and guided experiential learning. The digital game-based learning environments were 3D game and Flash game. Participants’ confidence in learning mathematics was identified as high confidence in learning mathematics and low confidence in learning mathematics. The dependent variables included learning performance, learning motivation toward mathematics, and technology attitudes. The result revealed that (a) Flash game facilitated learners’ learning performance better than 3D game; learners with high confidence in learning mathematics achieved better learning performance, (b) digital game-based learning environments had positive impacts on learners’ motivation; learners with high confidence in learning mathematics achieved more positive learning motivation; experiential learning enhanced learners’ introjected regulation and identified regulation of learning motivation better than guided experiential learning, (c) experiential gaming strategy had positive impacts on learners’ technology attitudes; learners with high confidence in learning mathematics achieved more positive technology attitudes.