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    Title: 應用電腦冒險遊戲式學習於專業英文課程對提升學習成效, 學習動機與態度之影響
    Other Titles: The effects of computer adventure game-based learning on learning achievement, motivation and attitudes in "English for educational technology" course
    Authors: 王敬詠;Wang, Ching-Yung
    Contributors: 淡江大學教育科技學系碩士班
    鄭宜佳;Cheng, Yi-Chia
    Keywords: 電腦冒險遊戲;遊戲式學習;學習成效;學習動機;態度;Computer Adventure Game;Game-based Learning;learning achievement;Learning Motivation;Attitudes
    Date: 2012
    Issue Date: 2013-04-13 10:44:55 (UTC+8)
    Abstract: 資訊及遊戲產業的蓬勃發展,對教育的影響也帶來全新的視野。教育不再受到傳統思想的束縛,開始朝向自由化、多樣化的發展。資訊時代的產生,使得許多新興的教學方式也隨之誕生,自電腦及網路的普及化後,電腦遊戲的相關產業發展也逐漸熱絡,而冒險遊戲,可使學習者身歷其境,作遊戲的主人翁,並且藉由遊戲關卡的設計,讓學習者達到闖關挑戰的意義。本研究旨在探討運用電腦冒險遊戲於專業英文課程,是否能有效提升學習者學習專業英文之學習成效與學習動機,以及遊戲式學習之學習態度為何。
    本研究採單組前、後測及單組後測設計。研究對象為淡江大學教育科技學系專業英文課程大學三年級修課學生,共66人,本研究運用專業英文學習成效測驗及學習動機量表進行專業英文學習成效及動機檢測,並進行相依樣本t檢定進行分析,以了解學習者在學習成效及學習動機上的前後測差異為何。遊戲式學習態度則經由問卷回收結果針對學習者態度意向進行歸納整理,以探討學習者對於遊戲式學習態度之喜好意向及看法。
    研究結果顯示,學習者在專業英文學習成效測驗中,前後測成績具有顯著差異,顯示運用電腦冒險遊戲式學習對於學習成效具有顯著的提升;在學習動機部分,「學習動機總量表」及其「外在目標導向」、「工作價值」、「自我效能」、「期望成功」、「測試焦慮」等五大動機分量表達到顯著差異,顯示運用電腦冒險遊戲式學習於專業英文課程對學習動機有明顯的提升。此外,在遊戲式學習態度上,九成五的學習者喜歡運用此種方法進行學習,在未來的使用意願上,100%的學習者皆願意在未來使用電腦冒險遊戲的方式進行學習,顯示學習者對於電腦冒險遊戲式學習的態度是積極正向的。
    With the advances in technology, computers are widely used to support instruction and learning. Many studies showed that game-based learning had highly positive impact on learning outcomes and learning attitudes. Therefore, computer games are invented not only for entertainment but also for educational purpose. Computer games, especially adventure games, provide learners a challenging environment as well as motivate learners to accomplish the tasks.
    The purpose of this study was to investigate students’ learning achievement, motivation and attitudes by implementing computer adventure games into “English for Educational Technology” course. Participants were 66 junior students studying in the Department of Educational Technology at Tamkang University. The researcher implemented the English achievement pre- and post-tests as well as the Learning motivation pre- and post-scales to gather the needed data. Additionally, an attitude survey was given to the students at the end of the study. To examine the difference of learning achievement and motivation, paired-samples t-tests were used. Also, the researcher analyzed the feedback collected from the students to explore their game-based learning attitudes.
    The findings of this study are as follows. Students made significant improvement on achievement from pretest to posttest. This result indicated that computer adventure games were significantly helpful for students to learn English for Educational Technology. As for motivation, significant differences were found on the motivational scale and five subscales, namely “extrinsic goal orientation”, “task value”, “self-efficacy for learning”, “expectancy for success”, and “test anxiety”. It showed that computer adventure games had positive influence on student motivation. In terms of attitudes, 95% of students held positive attitudes toward adventure game-based learning. 100% of students (the entire class) pointed out that they will be interested in learning with computer adventure games in the future.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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