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|Title: ||遊戲式學習對於不同學習風格者成語學習成效之影響 : 以Sifteo Cubes為例|
|Other Titles: ||Effects of game-based learning and learning styles on idiom learning by using Sifteo Cubes|
|Authors: ||黃裕雄;Huang, Yu-Hsiung|
顧大維;Ku, David Tawei
|Keywords: ||遊戲式學習;學習風格;成語學習;Game-Based Learnin;Learning styles;Idiom Learning;Tangible User Interface;Sifteo Cubes|
|Issue Date: ||2014-01-23 13:28:12 (UTC+8)|
本研究旨在針對新北市某國小五年級學生，進行學習風格量表施測，藉此瞭解國民小學五年級學童的學習風格之分佈情形，並採實驗研究法，自「S」型常態分班的國小五年級隨機抽兩班為研究樣本，隨機分派一班為實驗組，另一班為控制組，探討兩組學生在遊戲式學習與傳統學習之間成語學習成效的差異；以及運用Sifteo Cubes融入遊戲式學習對不同學習風格學生的學習成效之影響，最後分析學生透過Sifteo Cubes進行成語學習的使用滿意程度。期望相關研究結果能提供教學者作參考，讓學生能接受更適切性的教學方法進而達到更好的學習成效，並改善目前成語學習所遭遇的困境。經由研究的實施，依照研究目的與問題，將研究結果依序敘述如下：
Currently, Chinese idioms are taught in elementary schools using the traditional method of instruction, which can have difficulty in helping cultivate students’ interest in learning them. In addition, most students learn idioms by rote memorization rather than by usage; therefore, they are not always very interested in learning Chinese idioms. However, game-based learning has been found to effectively improve the situation. Game-based learning has been studied substantially both domestically and internationally. Through it, students are able to learn while having fun.
However, game-based learning in elementary schools still uses computers as the primary tool. These games are played on a graphical user interface (GUI) with mouse, keyboard, or joystick, which is limiting in developing teaching methods. In the present study, Sifteo Cubes, a learning system combining touch user interface (TUI) and graphical user interface (GUI), are utilized. Users of Sifteo Cubes can use their hands to screen, sifting, sorting, tilting, shaking and adjacency the cubes, which will then provide feedback and user interaction via the images shown on the cube. As a result, the cube is able to integrate visual elements, sound and touch into game-based learning.
Past studies on diversified learning styles have shown the importance of adapting different teaching strategies to each student’s individual traits. The present study categorizes the learning style of students into four major dimensions and eight different styles (active/reflective, sensing/intuitive, visual/verbal, sequential/global) based on the ILS learning style scale developed by Felder and Solomon.
The purpose of this study is to use the learning style scale to investigate the distribution of learning styles of grade 5 students from an elementary school in New Taipei City. For the experimental design, two random classes, formed by S-shaped mixed ability grouping, are chosen to participate in the study. One class is assigned as the experimental group (game-based learning) and the other is the control group(traditional learning).The differences in learning efficiency between the two groups are compared. Furthermore, the study also analyzed the satisfaction level of students on the Sifteo Cubes’ effectiveness in terms of helping them learn Chinese idioms. It is hoped that the results of this study can be used as a reference for educators to provide more suitable instruction, improve the effectiveness of Chinese idioms learning, and decrease the current difficulty experienced in teaching Chinese idioms. According to the study questions, the results present as following:
1.For distribution of learning styles among elementary school grade 5 students, both male and female students, except for the dimension of learning sense, are mostly found to be the “balanced” in terms of three dimensions: learning attitude dimension, learning type dimension, and learning thinking dimension.
2.Among those four learning dimensions and styles with elementary school grade 5 students, they are found to significantly prefer the dimension of learning sense. Both male and female students prefer visual over verbal learning style.
3.Using Sifteo Cubes for game-based learning strategies made significant improvement on achievement from pretest to posttest than traditional learning strategies. This result indicated that using Sifteo Cubes were significantly helpful for students to learn Chinese idioms.
4.The two genders are not significantly different in terms of their Chinese idioms learning efficiency using Sifteo Cubes.
5.The use of Sifteo Cubes as part of the game-based learning strategies is found to be suitable for active learning style or visual learning style.
6.Students are found to be highly satisfied as a whole with the use of Sifteo Cubes for game-based learning of Chinese idioms, and there is no significant difference in satisfaction between the two genders.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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