應用模擬式遊戲於理財教育對國小學童理財學習成效及動機之影響

Abstract

本研究依據kolb的經驗學習模型（Experiential Learning Model），分別設計理財教育的模擬遊戲式教材與多媒體互動網頁式教材，並比較兩種不同教學模式對不同性別學生在理財學習成效及動機之影響。並進一步探討不同遊戲經驗、遊戲偏好的學習者，在學習後的成效與動機之差異情形。研究對象為國小六年級學生，有效樣本為90人，實驗教學活動為期4週，共160分鐘。本研究採「準實驗設計之不等組前、後測設計」，自變項為教學模式，分為「模擬遊戲式教材」和「多媒體互動網頁式教材」；背景變項為性別、遊戲經驗和遊戲偏好；依變項為理財學習成效、學習動機與系統滿意度。

研究結果發現：（1）經驗學習模型（Experiential Learning Model）對於理財教育是有效的教學策略；（2）「模擬遊戲式教材」較有助於理財態度的培養，「多媒體互動網頁式教材」較有助於理財知識的建立；（3）不同性別、遊戲經驗與遊戲偏好的學生，在「模擬遊戲式教材」中皆獲得不錯的學習成效；（4）使用「模擬遊戲式教材」的學生，有較高的學習動機；（5）不同性別、遊戲經驗與遊戲偏好的學生，在「模擬遊戲式教材」中皆有不錯的學習動機；（6）不同性別的學生對本研究開發的教材皆有不錯之評價，尤其是女性對系統的「介面設計」評價較高。This study is based on kolb's Experiential Learning Model to design two different learning materials for financial education. One is ‘simulation game,’ and the other is ‘multimedia interaction website.’ The purpose of this study is to compare the effects of different teaching methods on different gender students' learning performance and learning motivation. And further, it discusses the differences between students who have different game experiences and game preferences.

There are 90 sixth-grade subjects participating in the four-week financial learning activity. The ‘pretest-posttest nonequivalent groups of the quasi-experimental designs’ is employed in the study. The independent variable is teaching method, including ‘simulation game’ and ‘multimedia interaction website’; the background variables include gender, game experiences and game preferences; the dependent variables include learning achievement, learning motivation and learning satisfaction.

The results show that (a) ‘Experitial Learning Model’ is a suitable strategy for financial education ; (b) ‘simulation game’ can improve financial attitude better, and ‘multimedia interaction website’ can enrich financial knowledge better; (c) regardless of gender, game experience and game preference, all students have great learning achievement after using ‘simulation game’; (d) ‘simulation game’ can promote learning motivation much more than ‘multimedia interaction website’ ; (e) regardless of gender, gaming experience and gaming preference, all students have great learning motivation after using ‘simulation game;’ (f) both girls and boys have great learning satisfaction toward two materials, especially girls have higher evaluation to the design of interface.