數位遊戲對自然科概念記憶提取之相關研究 - 以國中生為例

Abstract

數位遊戲常使用於引導或輔助教學，讓學習更添樂趣進而增加學習者的學習效果。本研究將數位遊戲應用在學習過後的複習部分，是為了使遊戲仍保有遊戲的樂趣，學習保有學習的結構。研究中將數位遊戲當成學習者於學習後的記憶回朔之引導，因為當學習者於接受教學過程中，已逐一將學習過的知識內容儲存於長期記憶中，而當學習者接受試題的刺激或是重覆複習加深記憶時，便會將長期記憶中的知識內容提取出來並加以應用在解題過程中。若使用數位遊戲做為記憶的刺激，學習者因為想要破解遊戲關卡中的難題，會竭盡全力將腦海中學習過的知識全部蒐尋，組合出能破解關卡的訣竅。藉由遊戲的挑戰性，將學科的知識提取出來運用，讓學習與遊戲在學習者的玩樂過程中自行聯結，並使聯結的強度增加。 本研究依自然科不同單元選擇相近概念的數位遊戲做為記憶提取刺激的來源，分別運用「Cut the Rope」對應「單擺」單元，「Angry Bird Space」對應「圓週運動」單元；分別透過概念構圖的評量，瞭解進行遊戲與否、有無相關遊戲經驗及過關關卡數量等因素，在學習者相關記憶提取上有何差異性之研究。 於本研究中發現，數位遊戲比一般複習方法對記憶的提取更有效果，但此成效需要藉由概念構圖做為評量方法，較能明顯的評量出進步的幅度。

Digital games are often used for guiding or aiding teaching in the way of making learning more fun so as to improve the learning effect of learners. In order to retain the fun of games and to remain the learning of learners in the learning structure, we take digital games as the review tool after learners have learned a unit in this study. This study takes digital games as the guide of memory tracing when learners have finished learning a unit. Learners would store their knowledge in the long-term memory gradually along with their learning process. When learners are stimulated by tests or review their learning repeatedly to deepen their memory, they would retrieve the knowledge in the long-term memory to apply it in the problem solving. If we use digital games as the stimulus of memory, learners would try their best to search all the learned knowledge in their brain and integrate them into useful tips in order to solve the difficult problems in games. With the challenge of games, learners would retrieve their discipline knowledge to use. Through the activity, learning and gaming would be connected automatically and intensively in the fun gaming process of learners. According to the different units of Science, the researcher selects games having close concepts with Science units for the source of memory retrieval. The game “Cut the Rope” corresponds with the simple pendulum unit while “Angry Bird Space” corresponds with the circular motion unit. Through the assessment of concept mapping, we can understand how the factors of playing games or not, having gaming experience or not and numbers of level completed impact the memory retrieval of learners differentially. This research found that using digital games as the reviewing tool is more effective than the traditional reviewing method for memory retrieval. However, the effectiveness needs to be assessed by concept mapping because learners’ progress could obviously be assessed in this way.