CodeCity：以遊戲化知識地圖提升高中生的學習成就與學習動機

Abstract

在 COVID-19 疫情的背景下，學習管理系統的運用在教學現場中變得更加普及且種類繁多，但是學習管理平台仍有持續進步的空間。過往學習管理平台有互動性不足以及參與度較低的問題，因此採用遊戲化方式來提升學生學生動機，然而遊戲化的機制雖然在初次接觸新知識時扮演重要角色，但是長期而言，過於強調外在動機，容易影響學生內在動機，不利於後續的學習效果。最終，為了優化學習平台，搭配使用知識地圖，視覺化呈現知識關聯來降低學生的認知負荷，增加學生的挑戰意願，來達到提升長期參與的目標。在教學內容上使用新興科技作為主題，首先是新興科技與生活息息相關，且對於初學者而言門檻較高，此外，根基於數位技術的新興科技，相較於傳統的教學方式，在課堂中更適合以數位化的教學載體來呈現。綜上所述本研究旨在打造並檢驗一個有效的學習管理平台，即 CodeCity 平台，具體目的如下：(1) 開發一個以遊戲化知識地圖為特色的學習管理平台。(2) 評估 CodeCity 平台對學生學習成就與學習動機的影響。本研究在系統建立之後，採用準實驗設計的方式，分別進行兩次不同主題的實驗。第一次實驗依據 3 位專家教師研發的人工智慧教材作為內容，並以台南市某女中的 87 位高三學生做為有效研究對象，搭配本 CodeCity 平台進行 12 週的教學活動。實驗資料（包含成就測驗、系統紀錄、與動機問卷資料）蒐集之後，以描述統計、成對樣本 t 檢定、迴歸分析、MANOVA 以及信度分析等方法進行分析。同時也進行第二次實驗，以資訊安全為主題，台南市某女中的 28 位高三學生做為有效研究對象，共為期三週的實驗。本研究主要結果如下，在學習成就方面：(1)使用 CodeCity 平台之後，學生的學習成就顯著提升。(2) 遊戲化元素中，只有主題平均分數、即時測驗提交次數、可以解釋後測成績。(3) 經常使用知識地圖功能的學生，在後測的監督式學習部份、以及整份後測測驗上，顯著優於不常使用的學生。(4) 經常使用和不常使用即時測驗提交功能的學生，在後測任何部份都沒有顯著差別。(5) 經常使用排行榜功能的學生，在後測的監督式學習部份顯著優於不常使用的學生；在學習動機上：本研究資料可以證實，使用 CodeCity 平台的學生無論學習成就高低，都能保有相同程度（沒有顯著差異）的學習動機，且本研究使用的 ARCSU 問卷具有優良的信度。綜合以上研究結果，本研究也提出建議供實務工作者與未來研究者作為參考。Due to the COVID-19 pandemic, the use of Learning Management Systems (LMS) has become more common and diverse in the teaching sector. However, there is still room for ongoing improvement in LMS.In the past, learning management platforms faced challenges with low participation and limited interactivity. To address this, gamification was introduced to boost student motivation. However, relying too heavily on external motivation can have a negative impact on students' internal motivation over time, which can hinder their learning progress. To optimize the learning platform, using knowledge maps and visual aids to present knowledge correlations can help reduce students' cognitive load and increase their interest in taking on challenges. This approach can lead to enhanced long-term participation and better learning outcomes. One reason why emerging technology is often used as a teaching theme is that it is closely tied to daily life and can be more challenging for beginners. Additionally, as emerging technology is rooted in digital technology, it is better suited for instruction through digitalized teaching methods rather than traditional ones. Therefore, presenting emerging technologies in the classroom through digital teaching carriers is more appropriate than traditional teaching methods.This study seeks to tackle the challenges of low student motivation by creating and testing an efficient learning management system called CodeCity. The objectives of this study are to (1) Develop a learning platform that prominently features a gamified knowledge map. (2) Verify that the CodeCity platform enhances students' learning outcomes. The system underwent two experiments with different themes using a quasi-experimental design. The first experiment focused on artificial intelligence teaching materials developed by three expert teachers. 87 senior high school students from a girls' high school in Tainan City participated in the experiment, which lasted for 12 weeks and utilized the CodeCity platform for teaching. Data collected from achievement tests, system records, and motivational questionnaires were analyzed using descriptive statistics, paired-sample t-test, regression analysis, MANOVA, and reliability analysis. The second experiment had a theme of information security and used 28 senior high school students from a girl's high school in Tainan City as valid research subjects for a total of three weeks. This study yielded several important findings. In terms of learning achievement: Firstly, students who used the CodeCity platform experienced a significant improvement in their learning achievement. Secondly, among the gamification elements, the average score of themes, the number of immediate test submissions, and the post-test scores were found to be significant. Thirdly, students who frequently used the knowledge map function performed much better in the supervised learning section of the post-test and the overall post-test. Fourthly, there was no significant difference in performance between students who frequently used the immediate test submission function and those who did not. Fifthly, students who frequently used the leaderboard function performed significantly better in the post-tests supervised learning section than those who did not. In terms of learning motivation, the data from this study confirmed that students using the CodeCity platform, regardless of their learning achievement level, maintained the same level of learning motivation (no significant difference). Also, the ARCSU questionnaire used in this study demonstrates excellent reliability. As a result of these findings, this research proposes recommendations for practitioners and future researchers to consider.