數位遊戲經驗與問題解決表現關係之研究~以國小六年級學童為例

Abstract

摘 要 問題解決歷程可以視為一種自我調節（self-reguration）歷程(薛雅明 & 徐玉瓊，2005)。數位遊戲所具有的特性之一是問題解決(Prensky, 2001)，本研究採取實驗相關研究法及調查研究法，研究對象為國小六年級學童(N=267)，將問題解決測驗聚焦在生活中的問題以及非特定課程領域的問題，透過電腦，採用2012PISA電腦化問題解決樣本試題進行問題解決測驗，依學童的數位遊戲現況、遊戲中的自我調整學習、遊戲進行中的問題解決歷程表現，分階段收集學童的遊戲經驗，並且加入學童的學業成就，探討學童的遊戲經驗與問題解決表現的關係。本研究主要的發現如下： 一、 多數學童具有數位遊戲的經驗，家長在數位遊戲的管教態度上傾向自由民主。 二、 有遊戲經驗的學童的問題解決表現優於沒有遊戲經驗的學童，但玩遊戲年資的長短並不會影響問題解決表現。 三、 學童在數位遊戲中的學習處於高自我調整學習的狀態，但並未與問題解決表現成正相關。 四、 學童在遊戲中問題解決歷程表現的優劣對其電腦化問題解決表現具有預測力。 五、 學童在遊戲中問題解決歷程表現與科技情境的問題相關程度高於非科技情境的問題；與動態本質的問題相關程度高於靜態本質的問題。 六、 學童的學業成就表現與數位遊戲中的問題解決歷程表現對於電腦化問題解決表現的有相同程度的相關與影響，但兩者不會在問題解決產生交互影響。

Abstract Problem solving has received broad public interest as an important competency in modern societies.Problem-solving process is self-regulation process, Problem solving is one of the features of digital games (Prensky, 2001). The research aims to find the relationship between players’ game experiences and the performance of problem solving. Problem-solving assessments focus on real life problems and domain-general problems and are mediated by computers. Players’ game experiences are collected in three different ways in stages： The performance of slef-regujated learning during palying a game, the performance of the problem-solving process while playing a game, and the players’ status about game experiences. Furthermore, players’ academic performance is also the variable in this research. This research adopts experimentation, correlation research, and survey research. The research targets are the elementary school students (N=267), and most problem solving items are the sample items of the PISA 2012 computer based problem solving assessment published by the OECD (2011). According to the results, players’ game experiences are positively correlated with their problem solving performance. The conclusions are as follow: 1. The parents’ disciplinary attitudes toward playing digital games are democratic and most students are digital game players. 2. Students who are digital game players have better performance in computer based problem solving assessment than those who are not. However wheather or not they have long playing experience doesn’t result in different degrees of performance. 3. Students are in good self-regulated learning status during playing digital games, but that isn’t positively correlated with their problem solving performance. 4. The performance of problem solving process while playing game can predict the performance of computer-based problem solving assessment. 5. The relationship between the performance of problem solving process in digital game and computer-based problem solving assessment varies in different natures of problem and problem context. 6. Students’ academic performance and performance of problem solving process while playing digital game affect the performance of computer-based problem solving assessment to the same degree, but the two factors do not interact with each other.