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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/110599

    Title: 教育遊戲輔助國中七年級學生提升歷史學習成效之初探
    Other Titles: The Effects of Game-Based Learning on Students’ Achievement in History Learning
    Authors: 賴婷鈴;彭素貞
    Keywords: 遊戲式學習;歷史教學;合作學習;Game-based learning;History learning;Peer discussion
    Date: 2015-12-31
    Issue Date: 2017-08-03 02:10:17 (UTC+8)
    Publisher: 台灣教育傳播暨科技學會
    Abstract: 近年來教育研究發現遊戲式學習能提高學生的學習動機和改變學習態度,許多相關研究結合不同的教學策略提升教育型遊戲的學習成效。本研究旨在瞭解國中生應用遊戲式學習與小組合作學習歷史時的學習成效及學習態度。本研究採準實驗研究法,研究對象為新北市某國中七年級兩個班級共56 名學生,兩班分別以遊戲式學習和小組討論合作學習複習國中歷史。資料蒐集包括學習成效前、後測驗與焦點組訪談,並以量化和質化資料分析學習成效與學習態度。研究結果顯示,實驗組學生學習成效顯著高於控制組學生。從課後訪談資料顯示,實驗組學生認為遊戲式學習能提升他們的學習態度並產生正向的影響。本研究亦提出建議供教學者在課堂中應用遊戲式學習的參考。
    Recently, game-based learning has been found to improve students' learning motivation and attitude. This study explores the effects and attitude of students' using a monopoly game for history learning in a junior high school. Fifty-six seventh graders from two classes participated in the study. A quasi-experimental design was used to examine the effects of learning achievements and attitude. The experiment group used a monopoly game to review important events that researchers selected from the textbook. The students in control group worked with peers to complete a worksheet. The data collection included pretest and posttest in achievement test and focus group interview. The ANCOVA results showed that students in game-based learning had significant higher achievement scores than control group. Further, focus group interviews showed that students in game-based learning group had more positive attitude toward history learning. The results of this study and their implications for future research and practice are discussed.
    Relation: 教育傳播與科技研究 112,頁41-49
    DOI: 10.6137/RECT.2015.112.03
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Journal Article

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