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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/104999

    Title: 資訊融入遊戲式學習對國中七年級學生之歷史學習成效與學習態度之研究
    Other Titles: The effects of information technology integrating into game-based learning on 7th graders history learning achievement and attitude
    Authors: 彭素貞;Peng, Su-Chen
    Contributors: 淡江大學教育科技學系數位學習在職專班
    賴婷鈴;Lai, Ting-lin
    Keywords: 合作學習;遊戲式學習;國中歷史教學;Cooperative Learning;Game-based Learning;Middle school history teachin
    Date: 2015
    Issue Date: 2016-01-22 14:45:20 (UTC+8)
    Abstract: 遊戲式學習模式由於其新穎的教學方式,能引起學生的學習動機,特別是對於兒童及青少年,更加具有吸引力,教育者也開始著手於使用不同的教學策略來提升教育型遊戲的學習成效。遊戲式學習在近年應用於多個學科中,但應用於歷史教學較少。故本研究旨在遊戲式學習與小組討論式學習,兩者在學生的學習成效、延宕測驗、學習態度上之差異情形。
    一、資訊融入遊戲式學習對於國中生在歷史學習成效上的提升具有顯著成效,在「記憶」、 「理解」、「分析」部分,均有增強。
    Recently, game-based leaning has been used extensively in many subject areas. A number of strategies have been incorporated into the game-based learning. The quasi-experimental study explored the effects of game-based learning in a historical course in a junior high school. The participants were 56 seventh-graders from two classes in a junior high school in New Taipei city. The classes were randomly assigned to experimental or control condition. Students in both conditions worked as a group to use either a researcher designed board game with mobile devices, or a group discussion with card sorting to review historical concepts. The data collection included achievement tests and attitude questionnaires that were conducted before and after the experiment. Class observation and focus group interview were conducted during and after the experiments. From the quantitative data analysis results, it is found that students in the condition of game-based learning had significant improvement in achievement test, especially in items of remembering, understanding and analyzing. In the delay test, students in game-based learning condition performed better than their counter partners. However, no significant differences was found in history attitude between experimental and control
    conditions. From qualitative data analysis results, students in game-based learning reflected more historical thinking than control groups. Based on the study results, suggestions are provided for practitioners and future studies.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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