遊戲化電子群眾互動系統(GEARS)對高中體育班學生於生物演化的學習影響

Abstract

十二年國教自然領域提及科學學習應激發學生主動學習的意願，並強調全面照顧各類學生、兼顧個別特殊需求。然而體育班學生長時間的術科練習使其校園作息與普通班學生差異甚大，學科上課時專注力不足；且普遍自認在學科的學習自我效能低落、學習動機低，實為科學教育與課綱推行須解決之問題。 本研究基於遊戲化八角框架理論，設計「遊戲化電子群眾互動系統」(Gamified electronic audience response system, GEARS)，將遊戲元素融入於學習過程中（例：道具使用、排行榜上自誇、貨幣買賣），讓學生能透過行動載具投入到虛擬世界中，與同學及老師互動、討論和學習。本研究使用前後測準實驗研究法評估學生學習表現。研究以41位高中三年級體育班學生為對象、生物演化單元為內容，探討GEARS融入教學對其學習成就、學習動機及課室專注力的影響。 結果顯示，學生於GEARS融入教學與傳統講述教學相比，學習成就測驗無顯著差異，學習動機的「學習環境誘因」及課室專注力的「專注力選擇」和「專注力強度」有顯著提升。訪談結果則顯示遊戲元素中的倒數計時和道具使用能促進學生回答題目，提升主動學習策略；排行榜則會刺激學生的表現目標；提問機制、道具與公共討論區則能讓學生學習更自在、享受學習環境的變化性。專注力的部分，道具與公共討論區能提升專注力選擇，使學生不易分心：提問與倒數計時則能提升學生的專注強度，讓學生更專注在教師的提問。總體而言，GEARS讓學生更有動機參與在課堂中，也相較於傳統教學環境更能專注在學習中，不選擇直接在課堂中休息。The Curriculum Guidelines of 12-Year Basic Education in Taiwan indicates science incorporate learning should stimulate students’ willingness to learn actively and take care of all kinds of students in a comprehensive manner. However, long practice time leads a big difference in daily routine between student athletes and students in regular class. Student athletes thus have insufficient concentration in classroom and generally hold low self-efficacy and learning motivation. These problems must be solved for science education and curriculum implementation. Gamified electronic audience response system (GEARS for short) is designed based on Octalysis gamification framework. GEARS incorporates game mechanics into learning process, such as props usage, bragging on the leaderboard, counting down while answering question, allowing students to engage in virtual world through mobile vehicles to learn with classmates and teacher. The pretest-posttest quasi-experimental design was utilized to evaluate students learning performance in this study. 41 high school senior three student athletes were participated and the chapter of biological evolution was used as teaching content. Results show that learning achievement scores of GEARS integrated instruction has no significantly difference compared with that of lecture. However, the scales of learning environment stimulation (LES) in learning motivation shows significantly higher scores (p<0.01) than the lecture instruction. The scales of concentration selectivity and concentration intensity also shows significantly higher scores (p<0.01) than that of the lecture instruction. Interview reveals that the time limit during answer time and tools usage promote students answer question, improve “active learning strategies”; the leaderboard stimulate “performance goals”; the questioning mechanism and public question area make students feel enjoyable in changeable learning environment. In the concentration part, tools usage and public question area can improve the concentration selection; questioning mechanism and time limit can increase the concentration intensity. Overall, GEARS makes students more motivated to participate in the classroom. It is also more focused on learning than the traditional teaching environment, and students do not choose to rest directly in the classroom.