结合同侪互评及心智图之游戏设计学习模式对学习成就、动机与科技接受度之影响.pdfVIP

GCCCE2013 结合同侪互评及心智图之游戏设计学习模式对学习成就、动机与科技接受度之 影响 Effects of the Peer Assessment and Mind Mapping-integrated Game Design Model on Students’ Learning Achievement, Motivation, and Technology Acceptance 1 2* 3 黄国祯 ，洪骏命 ，黄意雯 1 台湾科技大学 数字学习与教育研究所 2 台南市安南区海东国民小学 3 台南大学 数字学习科技学系 * hcm@live.htps.tn.edu.tw 【摘要】本研究尝试结合同侪互评及心智图做为游戏设计之学习策略，实际应用于国小自然科学的学习活动中， 进行准实验研究。参与对象为9 个班级的国小6 年级学童，共252 名。其中3 个班级82 名学童实施同侪互评及 心智图游戏设计，3 个班级85 名学童实施心智图游戏设计，另外3 个班级85 名学童实施游戏设计。3 组学生皆 接受前测、实验处理及后测等实验程序。由实验结果显示，本研究提出结合同侪互评及心智图做为游戏设计学 习策略，确实可以有效提升学生的学习成就、学习动机及科技接受度。 【关键词】同侪互评；学习动机；学习成就；游戏设计 Abstract: In this paper, a learning strategy that combines peer assessment and mind map is proposed for conducting game design activities of an elementary school natural science course. With quasi-experimental nonequivalent-control group design, a total of 252 six graders from nine classes participated in the experiment. Eighty-two pupils from three classes learned with the peer assessment and mind map-integrated game design approach, eighty-five pupils from three classes learned with the mind map-based game design approach, and the other eight-five pupils from three classes learned with the conventional game design approach. All of the students in the three groups took a pre-test and a post-test. The experimental results show that the peer assessment and mind map-based game design approach could effectively enhance students’ learning performance, learning motivation, and technology acceptance in comparisons with the other two groups