以認知策略為核心之遊戲設計與成效探究

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/111660

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/111660

Title:	以認知策略為核心之遊戲設計與成效探究
Other Titles:	Cognitive strategies as the core of the game design and exploration of its effectiveness
Authors:	莊雅涵;Chuang, Ya-Han
Contributors:	淡江大學教育科技學系碩士班吳純萍;Wu, Chun-Ping
Keywords:	遊戲設計;桌上遊戲;認知策略;覆述策略;組織策略;精緻化策略;學習成效;game design;board game;Cognitive strategies;Rehearsal;Elaboration;Organization;Learning Effectiveness
Date:	2016
Issue Date:	2017-08-24 23:59:02 (UTC+8)
Abstract:	認知策略是個體在認知的過程中，運用具系統性、計畫性的方法來選擇、獲得知識；或是為了解決問題、達成目標所採用的策略。國內研究指出，認知策略融入教學有助提升學生的學習成效，許多研究也顯示遊戲式教學相較傳統教學，更能維持學生的專注力、引起動機。因此，本研究希望藉由認知策略與遊戲的結合，幫助學生運用認知策略於學習而能學的更好。本研究採用設計本位研究法，旨在設計以認知策略中的覆述策略、組織策略、精緻化策略為核心的桌上型遊戲，期許學生能藉由遊戲的過程使用策略精熟學習內容，而本研究以認知發展論、認知心理學、鷹架理論、行為主義、社會學習理論為學習內容，所設計的遊戲採取四人一組的桌遊方式進行。本研究邀請8名曾修習過教育心理學的大學生為研究對象進行形成性評鑑，68名大學生為研究對象進行總結性評鑑，在形成性評鑑中，藉由訪談、觀察、以及問卷的方式蒐集遊戲規則合理性、機制完整與適切、遊戲進行的流暢度、玩家滿意度等方面的資料來作為遊戲修正的依據。總結性評鑑中，玩家除了遊戲的滿意度問卷外，在遊戲進行前與進行後會進行教育心理學的測驗，比較研究對象在遊戲進行後對於教育心理學的精熟度是否有提升。研究結果如下：玩家普遍對於遊戲的覺得滿意、玩家的遊戲表現與學習表現有顯著的相關、玩家對於教育心理學內容的精熟度提升。 Cognitive Strategies are systematic methods which individual may use to acquire knowledge, resolve problem or achieve cognitive goals. Prior studies indicate that integrating cognitive strategies into teaching helps to enhance the learning effectiveness; meanwhile studies show the Game-based learning can maintain student’s concentration and enhance learning motivation. Therefore, this research aimed to design three board games, centering on three cognitive strategies, which are rehearsal, organization, and elaboration strategies. The educational psychology theories were adopted as the sample domain knowledge for the game. Students who were engaged in the games were expected to master these domain knowledge. This research adopted Design-based research (DBR) method. Eight college students were recruited for the formative evaluation and the games were revised based on their suggestions. In order to explore the effect of the games, sixty-eight students participated in the summative evaluation. The first variable, participants’ satisfaction with the games, were collected by the questionnaire. Second, individual participant’s gained-score in each game were summed up as his or her game performance. Third, their mastery of the domain knowledge were collected by the pre-and-post tests, both of which include thirty-one multiple choice questions, and nine matching items. The results of the research are as follows: Overall, the formative and summative evaluation results show that participants are satisfied with the games. Moreover, student''s game performance and learning performance are significantly correlated. Last, but most importantly, participants’ mastery of the domain knowledge are significantly enhanced after the game.
Appears in Collections:	[教育科技學系暨研究所] 學位論文

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