以鷹架引導為基礎的遊戲式學習之學習成效研究-以國小六年級體積課程為例

Abstract

摘要 在學習數學的過程中，常因缺乏正確的引導和過多的認知負荷、挫折，造成學生學習上的困難。而鷹架在學習的過程中，可以提供學習者正確的思考和解決問題的方向，並簡化問題降低學生學習的折挫。再加上遊戲式學習能引發學生的學習興趣與動機，增進學習成效。但現今教學者使用電腦軟體、課程或其他資源等所建構的鷹架來支持兒童的學習，卻忽略了在學童的學習過程中，教師必須不斷的評量學童的學習成果、提供合適的支持。由於一般的遊戲式的學習，對不同程度的學生，都使用相同的數位遊戲情境，這樣相同的學習情境無法適合不同程度學生的學習，因而降低了學生的學習興趣，增加學生學習的挫折，同時減弱了數位學習的優點。而本研究的學習模型主要的精神是導入鷹架和遊戲式學習的特性，引發學生的學習動機，並在同一個學習單元中，能使不同程度的學生能依自己的能力來選擇適合自己程度的鷹架來學習，增加學生的學習興趣，降低學生在學習上的挫折，提高學生的挑戰性，讓學生願意花更多的時間在遊戲中，並專注的學習，最終讓每位學生都能達成學習目標。本研究在體積單元教學後先進行前測，接著進行實驗，實驗課程結束後進行後測，蒐集實驗數據，進行研究分析，並將學生遊戲學習的過程，紀錄在學生的學習檔案，觀察分析學生使用鷹架的情形及作答的歷程，為無法作答的學生進行補救教學；為不熟練的學生進行強化教學，使學生達到熟練的目標。實驗的結果皆顯示鷹架引導的遊戲式學習的學習成效優於傳統式學習的學習成效，在統計上有顯著的差異；鷹架引導的遊戲式學習的學習成效優於無鷹架引導的遊戲式學習的學習成效，在統計上有顯著的差異；鷹架引導遊戲式的學習在提升學習成效上有顯著的差異。在分析學生的學習檔案，發現鷹架引導遊戲式學習的學生其學習成效和鷹架使用的程度，經統計分析二者有顯著的正相關。表示鷹架使用次數和學習成效之間有顯著的正相關。

Abstract

Students are often felt frustrated in learning math due to lack of proper guidance and too many cognitive burdens. In the learning process with the guidance of scaffolding, students are provided with the right direction in logical thinking and problem solving, which can simplify the questions and lower students’ anxiety. Furthermore, game-based learning can trigger students’ interest and motivation, and enhance their learning efficiency. Instructors nowadays are using computer software, curriculums and other resources in constructing the scaffold for their students; yet, they sometimes forgot that teachers should constantly evaluate students’ progress and give them the proper guidance during their learning process. All students were provided with the same didactical games in most game-based learning; however, the same learning situation could not meet the requirements for students with different levels. The benefits of digital learning will be weakened due to students’ increasing frustration and decreasing learning interests. The sprit of the learning pattern in this study is to enhance students’ motivation by integrating the characteristics of the game-based learning with the guidance of scaffolding. When study the same unit, students with different levels can choose their own scaffolds to reduce their frustration and raise the challenge. Students will spend more time and be more concentrated on learning through playing games and eventually achieve the learning goal.In this research, students took a pre-test after they learned the volume, then the experiment was initiated; students took a post-test after that. Data were collected and analyzed and written into students’ math portfolios, including their learning tracks. Students failed to answer the questions would be put into a remedial teaching; students that were not familiar with certain questions would be reinforced till they were improved and fully skilled.The result shows students who took guidance with scaffolding game-based learning performed better than students with the traditional teaching, and it has significant difference in statistics. Students who took guidance with scaffolding game-based learning also performed better than students without scaffolding game-based learning, and it has significant difference in statistics. The statistics also shows a significant difference in promoting students’ learning efficiency when guidance with scaffolding game-based learning was adopted.In analyzing students’ learning process, I found the degree in using guidance with scaffolding game-based learning and students’ learning efficiency are positive correlated. The more we use scaffolding the better students get in learning efficiency.