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    題名: 桌上遊戲融入差異化教學對國小英語學習成就與動機研究
    其他題名: The effect of integrating board game into differentiated instruction on elementary school students' english learning achievement and motivation
    作者: 魏珮君;Wei, Pei-Chun
    貢獻者: 淡江大學教育科技學系數位學習在職專班
    沈俊毅;Shen, Chun-Yi
    關鍵詞: 差異化教學;桌上遊戲;學習成就動機;differentiated instruction;board game;English Learning Achievement and Motivation
    日期: 2017
    上傳時間: 2018-08-03 14:37:54 (UTC+8)
    摘要: 「遊戲式學習」可以營造積極的學習情境,對於學習者的動機有正增強。「差異化教學」能讓教師的教學與學生的學習更緊密連結,達到適性化的教學。
    本研究主要探討桌上遊戲融入差異化教學對國小英語學習成就與學習動機之影響。研究對象為台北市某國小四年級兩個班共50名學生,進行桌上遊戲分別融入差異化教學與傳統式教學,實驗時間總計六週共18節課。兩組學生均施行英語學習成就測驗前、後測以及英語學習動機量表前、後測,教學後並進行焦點組的學習狀況及感受的訪談。收集之資料以統計軟體進行描述統計、相依樣本t檢定及單因子共變數分析,加上訪談資料之質化分析,獲得研究結果如下:
    一、桌上遊戲融入差異化教學對英語學習成就表現上無顯著差異
    實驗組與控制組的英語學習成就測驗後測成績均比前測成績進步,然而其表現相近,並無呈現顯著差異情形。
    二、桌上遊戲融入差異化教學對英語學習動機表現上有顯著差異
    實驗後兩組學生的英語學習動機的提升有顯著差異情形,桌上遊戲融入差異化教學更優於桌上遊戲融入傳統式教學。
    三、「學習環境誘因」為英語學習動機表現有顯著差異之主要原因
    根據研究結果提出以下建議:(一)延長差異化教學時程以增加課程對學習者影響力,(二)調整課程內容與測驗之關連性,以真正反映學生的學習成就,(三)針對桌上遊戲機制與動機提升之間的關係進行進一步研究。
    “Game-based learning” can create a positive learning situation. It can also reinforce learners’ motivation positively. “Differentiated instruction” can closely link teachers’ teaching and students’ learning to achieve the appropriate teaching.
    This research aims to investigate the effect of integrating board games into differentiated instruction on students’ English learning achievement and motivation. Two 4th grade classes from Taipei took part in the experimental study. 25 students were taught with differentiated instruction and the other 25 were taught with traditional teaching. Both teaching methods were integrated with board games. The experiment lasted for six weeks, three times a week. Both groups took the “English achievement tests” and “English motivation scale” before and after the instruction. A focus group of 9 students were interviewed about their condition and feelings toward the teaching. The data collected were analyzed with descriptive statistics, paired-sample t test, one-way ANCOVA and qualitative analysis. The results of the study are as below:
    1. Both groups performed better in the post English achievement test than the pretest. However there was no significant difference.
    2. There was significant difference between the two groups on their results of “English motivation scale”. It proved that board games integrated into DI can enhance English learning motivation better.
    3. “Students’ learning environment” is the main reason to improve the motivation of English learning.
    Based on the results of the study, some suggestions are provided for teachers doing relevant experiments and for further research.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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