淡江大學機構典藏:Item 987654321/110860
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/110860


    Title: 課堂情境式遊戲對學習態度與學習成效的影響 : 以非經濟系之經濟學課程為研究對象
    Other Titles: The effects of scenerio games on economics learning performance : experiments on business school students
    Authors: 康程頤;Kang, Cheng-Yi
    Contributors: 淡江大學經濟學系碩士班
    林彥伶;Lin, Yen-Ling
    Keywords: 情境式遊戲;學習態度;學習成效;經濟學;Scenario Games;Learning Attitude;learning performance;Economics
    Date: 2016
    Issue Date: 2017-08-24 23:37:47 (UTC+8)
    Abstract: 本文探討課堂情境式遊戲對學習態度與學習成效之影響，以大學非經濟系之經濟學課程為研究對象，且以第一次學習經濟學之學生為觀察者。我們將觀察者分為兩組，實驗組為有進行課堂情境式遊戲，對照組是未進行課堂情境式遊戲。我們進一步將實驗組的學生分成進行一次(低)、兩次(中)與三次(高)的情境遊戲，由不同次數之情境遊戲觀察遊戲的影響。本文的迴歸分析結果顯示，接受高度的課堂情境式遊戲的學生，其學習慾望與自我控制是正向顯著，顯示情境式遊戲的學習方式能加強學生在經濟學課程上的學習態度。本文也利用卜瓦松迴歸模型發現學習態度與學習成效在實驗前後相對於強度較低的實驗組學生有較顯著性的差異，說明了情境式遊戲能有效提升學生在經濟學課程上的學習成效。
    This research examined the effects of scenario games on learning attitudes and performance at the course of Economics. We selected business school freshmen from one
    north university in Taiwan and divided them into a treatment and a control groups. Only the treatment group was treated by the scenario games during one semester. Our empirical results showed that the scenario games can help students to improve their learning attitude on Economics, due to the students in the treatment group had more positive learning attitude than the control group. By using the standard Poisson regressions, we also found that students in the treatment group had higher learning performance than the students in the control group.
    Appears in Collections:[Graduate Institute & Department of Economics] Thesis

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