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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|
|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|
|Issue Date: ||2013-04-13 10:44:55 (UTC+8)|
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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