淡江大學機構典藏:Item 987654321/87117
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    题名: 影響新北市國小教師使用數位遊戲式學習之因素及其使用現況調查分析
    其它题名: A survey research on the usage and its influencing factors of game-based learning among elementary teachers in New Taipei City
    作者: 李鈺紋;Lee, Yu-Wen
    贡献者: 淡江大學教育科技學系碩士在職專班
    沈俊毅;Shen, Chun-Yi
    关键词: 數位遊戲式學習;行為工程模式;資訊融入教學;Games based learning;Behavioral Engineering Model;Information technology integrated into teaching
    日期: 2012
    上传时间: 2013-04-13 10:41:05 (UTC+8)
    摘要: 本研究旨在瞭解影響新北市國小教師使用數位遊戲式學習之因素及其使用現況。遊戲式學習是一種強調以學生為中心的創新教學方式，許多研究指出數位遊戲式學習能有效提昇學習者學習成效及動機。透過相關文獻的整理與歸納，研究者將影響因素區分為知識、動機、相關訓練、獎勵政策、資源五個面向，並以此面向來設計問卷題目，以期瞭解影響國小教師數位遊戲式學習使用與否的因素。研究以問卷調查法為主，訪談法為輔的方式，在蒐集相關文獻後，依其文獻編製出國小教師影響使用之因素及使用現況測量工具；利用問卷，比照母群體性質，依新北市九大學區學校比例選取30所學校，共計發放正式問卷813份問卷，回收587問卷，剔除填答不完全以及全部填答相同答案之無效問卷12份，有效問卷合計575份。問卷資料以描述性統計、t檢定、單因子變異數分析、卡方及邏輯迴歸等方法進行統計分析，並針對問卷調查結果設計訪談大綱，訪談對象為曾使用數位遊戲式學習的三位教師和未曾使用過數位遊戲式學習的三位教師。
    根據問卷統計分析及訪談結果，本研究之結論如下：
    一、新北市國小教師數位遊戲式學習的使用現況已達一定比例，大多教師認為自己可成功將數位遊戲式學習融入多元的課程中。根據每週使用數位遊戲式學習融入課程的比例，顯示教師使用數位遊戲式學習融入課程是很頻繁的。

    二、大學就讀之學院類別、是否曾參加數位遊戲式學習相關研習在數位遊戲式學習使用現況上有顯著差異。性別、任教年資、教育程度及每週因教學需要上網時數在數位遊戲式學習使用現況上無顯著差異。

    三、性別、任教年資、教育程度、大學就讀之學院類別、每週因教學需要上網時數及是否曾參加數位遊戲式學習相關研習等背景變項皆在使用數位遊戲式學習影響因素上有顯著差異。

    四、以邏輯迴歸進行統計後發現，國小教師數位遊戲式學習使用與否與知識面向及資源面向呈現顯著正相關。

    五、邏輯迴歸的預測結果為：國小教師對數位遊戲式學習的知識越充足，學校提供的軟硬體資源越齊全，教師使用數位遊戲式學習的意願就會更高。六位受訪教師皆認為，資源平台的建立及整合將是選擇使用數位遊戲式學習與否的重要考量因素。　　
    最後，本研究根據上述研究結果進行分析討論，歸納出主要研究發現，並做成結論，據以提出建議，供教師、政策決策者以及未來後續研究之參考。
    To discuss the current using situation about “Game based learning” is one of the purposes, to analyze and survey about the affects to use “Game based learning” for the elementary teachers in New Taipei City is also the purpose of this study.
    Game-based learning is one of the innovative teaching methods, it’s a strategy on student-centered integration of digital games. Game-based learning can effectively enhance the effectiveness and motivation of learners showed lots of study results. This study adopted the method of questionnaire survey and interview method, divided into five factors, knowledge, motivation, environment, trainings, resources, and incentives. The staffs from elementary school districts are contacted by stratified random sampling. There are 813 questionnaries distributed, among them 587 questionnaires were collected. However, only 575 questionnaires were analyzed after abandoning the incomplete responses. The returned questionnaires were calculated by the following statistical methods: descriptive statistics analysis, t-test analysis, one-way ANOVA, and Logistic regression.
    According to the results of this study, the conclusions are summarized as follows:
    1.The current situation of using game-based learning in the elementary school teachers of New Taipei City has reached a certain percentage, most of the teachers think that they could use game-based learning into multiple courses successfully.
    2.There are no significant differences among the current situation on using game-based learning from gender, seniority, education level, and the hours to surf the Internet for teaching per a week.
    3.There are significant differences among the affects to use game based learning from the elementary teachers in New Taipei City whose different background.
    4.The results of logistic regression found that elementary school teachers in digital game-based learning to use it or not showing a significant positive correlation with the personal knowledge about game-based learning and the resources from environmental.
    5.Logistic regression prediction results: more adequate knowledge of the elementary school teachers on digital game-based learning, and complete resources of the school of digital game-based learning, the teachers’ willingness to use digital game-based learning is higher.
    Based on the study results, the research tends to submit feasible recommendations for the teachers, the managers and further research plans.
    显示于类别:[教育科技學系暨研究所] 學位論文

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