Developing Game-Based Learning Tools for an Elementary School Science Class on Electricity
何佩潔 , Masters　Advisor：王怡萱　
在現代資訊爆炸的時代，數位遊戲結合教學教材能提升良好的課堂活動，同時，讓學習者在玩遊戲的過程中，達到與教學者之間的知識交流並提升學習動機和學習表現。本研究希望應用設計本位研究法設計輔助國小高年級自然科單元之學習教材，並瞭解開發教材開發過程和對學習者之學習影響。 本研究目的有三：1.探討運用設計本位研究法設計電學數位遊戲教材不同階段成果和歷程對國小高年級學習者之影響。2.探討設計本位研究法設計數位遊戲教材對國小高年級學習者學習成效之影響。3.探討國小高年級學習者對電學遊戲教材之滿意度。本篇論文採用設計本位研究法，分為兩個階段，需求評估和實驗階段，實驗階段共邀請77位學生參與，研究者依照不同實驗階段的回饋進行遊戲教材修改和再設計，首先，針對學習內容和遊戲機制做修改，加入麵包板的相關內容並增加故事動畫和引導方式。接著，再針對遊戲介面和遊戲機制進行修改，加入三個關卡描述、記錄學習者編號資料頁面、修改角色走路姿勢。 根據研究結果如下：1.運用設計本位研究法透過實際教學現場，發現學習者產生學習的困難點，以便設計遊戲教材，步驟清楚且能夠實際瞭解到教學者與學習者的需求，也能應付在教學現場發生之問題，有效地達到學習者之學習成效。2.在實際教學現場實施遊戲教材後有助於提升學習者電學概念之學習成效。3.在實際教學現場實施遊戲教材後有助於學習者提升對於遊戲教材滿意度。
In this era of information explosion, combining digital games with education appears to be not only effective in terms of enhancing in-class interaction, but also helpful in terms of facilitating the exchange of knowledge between teachers, as well as increasing children’s motivation and academic performance. The aim of this research is to apply the Design-Based Research Method (DBR) to design supportive learning tools for fifth- and sixth-grade science classes, and to understand how the development of the learning tools influences students’ study. Three purposes of the research are described as follows. First, to discuss the development and achievement in different phases of designing game-based learning tools for the study of electricity, and to analyze their influence on fifth- and sixth-grade students. Second, to discuss what kind of influence applying the DBR method to the design of digital game-based learning tools will have on fifth- and sixth-grade students’ study. Third, to discuss fifth- and sixth-grade students’ satisfaction with the game-based learning tools designed for the study of electricity. This research adopted the DBR method and was divided into two phases—requirement analysis and testing. We conducted three tests in total and invited 77 students to participate. Game-based learning tools were modified and re-designed according to feedback after each study, and changes were mainly made to the content of learning, the interface of the game, and the game console. The content of learning and the game rules were modified based on analysis of the data gathered during the first test, and we added in Bread Version content, animation, and an introduction. The interface and the game system were modified according to the results of the second test. We added three levels to the game and a page containing students’ data, and modified how characters walk. We also observed the actual teaching process and immediately solved any problems. After compiling and analyzing the data, we promoted the tools to teachers. The results of the research are as follows. Firstly, applying the DBR method to the actual teaching process helped students reach their learning goals effectively, as we were able to identify the difficulties students were facing, and designed game-based tools according to their needs by following clear steps. We also got to know the teachers’ needs, and helped deal with problems which occurred in the classroom. Second, utilizing game-based learning tools in practice helped enhance students’ understanding of electricity. Third, utilizing game-based learning tools in practice helped increase students’ satisfaction with the game-based learning tools.
王嘉禧(2011)。蝴蝶虛擬飼養遊戲融入國小自然科教學之設計與研究-以[昆蟲的一生] 單元為例。國立新竹教育大學資訊科學研究所碩士論文，新竹市。
林靜雯、邱美虹(2009)。探究學生串聯電路認知特徵演化歷程之跨年級研究。教育科學研究期刊2009，54(4)，139-170。
邱寶萱(2014)。遊戲式探究學習模式與學習型態對國小生外來種生物概念學習之影響(未出版之博士論文)。國立臺灣師範大學資訊教育研究所碩士論文，臺北市。
柯兆欣(2011)。競賽式遊戲學習系統導入國中自然與生活科技領域之研究。臺北科技大學技術及職業教育研究所碩士論文，臺北市。
柯智仁(2014)。數位遊戲教學對國小六年級學童學習「電力與節能」之影響。國立臺北教育大學自然科學教育學系學位論文，臺北市。