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|Title: ||數位遊戲融入教學對國小生之品德教育認知理解與態度影響之研究 : 以弟子規為例|
|Other Titles: ||Research to game-based learning on the perception of elementary school students' moral education, understand and attitude : a case of "Standards for students"|
|Authors: ||許湘宜;Hsu, Hsiang-Yi|
|Keywords: ||數位遊戲;品德教育;弟子規;Game-based Learning;Moral Education;Standards For Students|
|Issue Date: ||2013-04-13 10:45:53 (UTC+8)|
Although the existing nine-year integrated syllabus possesses moral education-related ability indexes, it still does not completely cover all the moral education connotations. In addition, as moral education is not a specialized subject, neither is it taught through integrative or issue-oriented courses, the importance of moral education is often neglected. In this study, the Standards for Students serves as the teaching material of moral education, and digital games have been integrated into teaching to apply gaming into learning, thus becoming a new learning model. With the CAI game software designed by Teacher Chen Jung-kun of Heping Junior High School, Taichung County and 2P digital archive games as the learning tool, learners’ learning motivation is elicited through competition. With the “Standards for Students” experiential learning and self-compiled moral situation archive, moral thinking situations can be created, thereby contributing to learners’ active learning.
The “quasi-experimental design” was adopted in this study, with students of two 4th grade classes in an anonymous elementary school in Taoyuan County as the research subjects. Students are divided into an experimental group and control group. In the experimental group, students engaged in experiential learning with the integration of digital games; while in the control group, students engaged in experiential learning with discussions. The difference between the two in terms of effectiveness was compared. The results show that after integrating experiential learning into the Standards for Students teaching for students in the two groups, both teaching modes effectively enhanced the students’ learning effectiveness, of which the group with digital games incorporated into experiential learning had a significantly higher effectiveness compared to the experiential learning group; in terms of attitude, the experimental results show that the group with digital games incorporated into experiential learning and the group with experiential learning produced no significant difference.
To implement moral education, qualitative observations over a long period of time are needed. With the incorporation of digital games into moral education, the stereotypical complaint of “boring scripture reading” can be overcome, which can in turn create turn a new leaf for moral education. It is suggested that administrative and educational units increase more diversified moral education seminars for teachers, so as to allow them to gain a better understanding of moral education.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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