标题: 基于翻转教室教学法与认知精致化策略探讨商品游戏对力学概念建构之影响
Effects of Commercial Video Games on Construction of Motion Concepts based on Flipped Classroom Instruction Approach and Cognitive Elaboration Strategy
作者: 叶书豪
孙春在
Ye,Shu-Hao
Sun, Chuen-Tsai
资讯科学与工程研究所
关键字: 数位游戏;翻转教室;认知精致化;概念构图;Digital game;Fliiped classroom;Cognitive elaboration;Concept maps
公开日期: 2016
摘要: 游戏式数位学习(DGBL)有助于学习动机、认知技能发展和知识的建构,因此在过去十年来已经被公认为是一个可行的教学方式。近年来,鉴于商品游戏对于准确模拟真实世界的经验与现象的优势,越来越多研究者和教育者关注在现有的商品游戏在教育上的潜力。特别是,许多商品物理游戏让玩家置身于真实且有意义的环境中,有助于其在不断的尝试错误下增强对相关的物理概念的理解。这样的趋势增加了许多商业游戏应用在物理教育上有趣的机会。然而,许多物理模拟的商品游戏毕竟是以娱乐为导向的工具,大多无法明显的帮助学生在操作过程中形成具体的知识。因此,本研究主要的目的是期望在藉由结合适合的教学设计下,探索更多商品游戏在教育上的潜力及应用。
本研究藉由三个准实验设计的实验,利用翻转教学模式与认知精致化策略来探讨现今的商品游戏应用在两个学习阶段下(也就是课堂前及课堂后)对于物理概念学习成效的影响。在第一个实验中,我们藉由将商品游戏融合翻转教室策略并提出一个“游戏式翻转教学”策略,来探讨这个策略在课前对于自主学习效果以及在课堂合作学习后的整体学习效果。第二个实验则是在基于认知精致化策略下,将商品游戏作为课后复习的工具,探讨其是否能提升学习者对于已学过的物理概念的学习效果。进一步的,为了对数位游戏在辅助学生重组概念有更深入的了解,我们设计第三个实验探索商品游戏在作为物理概念的课后复习工具时,其对于学习者在认知结构上的具体影响。
本研究的结果显示:(1) 商品游戏能促进并提升学习者的课前自主学习效果。 (2) 相较于传统的讲述式教学, “游戏式翻转教学”策略明显有助于学习者在物理概念上的学习表现。 (3) 商品游戏作为课后复习工具确实有助于提升对于学习者已学过的物理概念。
(4) 相较传统测验方式,概念构图是一个适合用来作为商业游戏用于认知精致化的测量工具。(5)对于商品游戏作为物理概念的课后复习工具,其有助于提升在概念上的阶层化,并且能够巩固在关系及连结项目的表现。(6)在商品游戏作为物理概念的复习工具时,必须要考虑知识的内化时间才能有效地发挥其在认知结构上的效果。此外,本研究也呈现并讨论可以用来支援这两个教学策略应用在物理学习上的相关游戏元素。
Digital game-based learning (DGBL) has become a viable instructional option in the past decade due to its support of learning motivation, the development of cognitive skills and construction of knowledge. In recently years, rather than developing games specifically designed for instructional purposes, a growing number of researchers and educators are looking at ways to repurpose pre-existing commercial games for education because of the benefits in terms of the accurate simulation of “real-world” experience and phenomena. Especially, many commercial physics games position player activities within authentic and meaningful contexts, and offer opportunities for understanding of complex physical concepts, which increase interesting pedagogical opportunities for physics education. However, commercial physics games don’t appear to help students make the leap from tacit understanding to more formalized knowledge because they are usually designed for entertainment in essence. Therefore, our goal is to explore more instructional potentials and purposes of commercial games with appropriate teaching designs.
This study uses three experiments with quasi-experimental design to investigate the effects of existing commercial games on learning outcomes of physical concepts at two learning stages (i.e. before-class and after-class) based on flipped classroom instruction model and cognitive elaboration strategy. In the first experiment we describe our proposal for a flipped game-based learning (FGBL) strategy containing core features of both digital-game based learning and flipped classroom instruction. Our two primary research in this experiment focuses are the effects of the proposed strategy on (a) pre-learning outcomes prior to formal classroom presentation of information, and (b) overall learning outcomes. The focus of the second experiment is the effects of commercial games as tutorial tools after class on the cognitive elaboration of physical concepts that students have already learned, and the third experiment was designed to further investigate the effects of commercial video games on cognitive structures of students when used to review physical concepts.
Our results suggest that a) the commercial games can be used to promote active pre-class learning; b) the FGBL-strategy students achieved better learning outcomes than the lecture-based instruction students; c) the games supported the elaboration potential of learned physical concepts; d) concept maps are more suitable than multiple-choice tests for estimating the effects of commercial games on cognitive elaboration; e) the game promoted the creation of motion concept hierarchies and consolidated both relationships and cross-links among existing physical concepts; f) an internalization time factor must be taken into account when analyzing the effects of a game on cognitive structures as measured by concept maps. Several key design features of commercial games that can support the two instructional strategies for the learning of physical concepts are discussed.
URI: http://etd.lib.nctu.edu.tw/cdrfb3/record/nctu/#GT079955813
http://hdl.handle.net/11536/143372
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