遊戲式翻轉教學數位遊戲之動機激發與問題導引對科學概念建構之影響以國中理化科為例

Abstract

摘 要 時下最熱門的「翻轉教學」，包含了「課前自學」及「課堂合作學習」兩大階段。其中，課前自學扮演十分關鍵的角色，其成敗取決於學生的自主學習動機，而自學影片則是翻轉教學用來促進自學動機的主流模式。學習動機，在學習過程中所扮演的角色至關重大，因此，尋求一個能提升自主學習能力，維繫學生學習動機於不墬的教學模式，實為當務之急。 然而現今許多數位遊戲，如物理類模擬遊戲，蘊含有豐富的科學概念，可讓玩家在盡情投入遊戲的同時體驗科學知識。因此，本研究融合「遊戲式學習」與「翻轉教學」的理念，提出「遊戲式翻轉教學」之教學模式；藉由數位遊戲來促發學生對現行教材之自學動機，並結合課堂合作學習活動形成一套完整的教學流程。研究中以國中理化課程的力學概念為例，探討數位遊戲促發學生學習動機的潛力及對科學概念建構的影響。並更深入探討此一教學模式中，「課堂合作學習」的重要性。 研究過程採行準實驗研究法，將國中九年級學生共八十七名依原班編制分成：遊戲自學結合課堂合作學習、遊戲自學結合傳統講述、以及全程傳統講述等三個組別進行實驗，並以《平衡球》及《憤怒鳥》兩款遊戲分別對應到「牛頓三大運動定律」與「力學能守恆定律」兩單元。透過自學成果測驗來觀察其自學的成效，並以統整性試題與概念構圖評量作為比較整體學習成效的依據。本研究所得結論如下： 一、 兩個學習單元的自學成果測驗皆顯示，數位遊戲確實能達到促發學生自學動機的目的，使自學成果的表現顯著優於傳統組。 二、 兩個學習單元的概念構圖評量顯示，遊戲討論組與遊戲組在科學概念建構成效皆顯著優於傳統組。 三、 透過統整性試題及概念構圖評量，兩學習單元中遊戲討論組的平均分數皆高於遊戲組，但未達到顯著差異；表示課堂合作學習對遊戲式翻轉教學模式有一定的影響力，只是未達到顯著差異程度。

Abstract The trendy “Flipped Teaching” comprises two main phases, “Advance Self-learning” and “In-class Cooperative Learning”.Particularly, Advance Self-learning plays a crucial role. Whether it works or not depends on students’ voluntary learning motivation, and self-learning films are the mainstream mode used to inspire students’ motivation of self-learning in Flipped Teaching. Learning motivation has a pivotal place in learning process. Therefore, in order to boost students’ autonomous learning abilities and maintain their continuous learning motivation, it is urgent to find a suitable teaching method. However, many video games nowadays, such as physical simulating games which were rich in scientific concepts can make players engaged in them and experience scientific knowledge simultaneously. Hence this study integrated the ideas of “Flipped Teaching” and “Game-based Learning” to propose “Game-based Flipped Teaching”, which inspired students’ self-learning motivation in teaching materials underway with video games as well as combined In-class Cooperative Learning to form a complete teaching procedure. This study took dynamic concepts in junior high school physics and chemistry class for example to look into the potential for inspiring students’ learning motivation with video games and the effects of constructing science concepts, and further, to discuss the importance of In-class Cooperative Learning in this teaching method. This study adopted quasi-experimental design. Eighty-seven ninth graders were assigned by their original classes to three groups. The first group learned voluntarily with video games and did In-class Cooperative Learning. The second group learned voluntarily with video games and meanwhile accepted traditional didactic instruction. Then, the third group only received traditional didactic instruction. Besides, two video games, Ballance and Angry Bird, corresponded individually to two units, “Newton's Laws of Motion” and “Law of Conservation of Energy”. The effects of self-learning were evaluated by self-learning achievement tests, and the entire learning efficiency was based on the results from evaluations of concept maps and integrated tests. The major findings of the present study were summarized as follows: First, the results from self-learning achievement tests of the two units showed that video games surely prompted students to learn voluntarily. The performances of the first two groups were obviously superior to the third group. Second, the results from evaluations of integrated tests and concept maps of the two units indicated that the first two groups’ efficiency of constructing science concepts was apparently greater than the third group. Third, through evaluations of concept maps and integrated tests, the score of the first group were higher than the second group but didn’t reach significant difference. It meant whether In-class Cooperative Learning was adopted or not made no significant difference. Finally, my thanks go to CYPARADE GmbH, Berlin and CEO, Mr. Ulrich Weinberg and Rovio Entertainment Ltd, Finland for developing the famous games ,BALLANCE and Angry Birds for providing assistance to this study.