| 摘要: | 許多學生對學習數學感到沒有信心，這樣的態度很可能會使得這些學生放棄去追求更深入的數學知識。近來有許多關於遊戲式學習所帶來的正面效果被發表出來，其中也發現遊戲式學習可能可以提升學生的自信心。此外，心算這項基礎數學技能也被認為是一項可以幫助學生建立數學自信心的一項技能。因此，本研究試圖透過結合迷你遊戲(mini-games)與心算學習來幫助學生提升學習數學的自信心。本研究分別進行了一項初探研究與一項主研究。初探研究的主要目的在於探討學生對於在迷你遊戲環境中學習心算的各種反應，同時也訪問了這些參與研究學生的老師以了解老師對於這樣的學習方式有什麼看法和建議。在初探研究所得到的結果指出，學生喜歡透過迷你遊戲這樣的方式來進行學習活動。然而我們也觀察到不同能力的學生在這樣的學習方式中可能獲得不同程度的幫助。因此研究者繼續進行了一項準實驗設計的研究，以探討不同數學能力的學生在進行迷你遊戲式的心算學習後，在信心以及學習成效這兩項指標上所反應出的效果。在這項實驗中，實驗組學生將接受迷你遊戲式的心算學習；而控制組的學生所使用的工具是一般的紙筆，也就是他們會進行一般常見的紙筆練習以作為比較的基準。最後的結果指出，透過迷你遊戲來學習心算比使用紙筆方式，在不管是信心還是學習成效兩方面都帶來更好的結果。此外，不管是高數學能力或是低數學能力的學生，在迷你遊戲的學習方式下，在信心與學習成效也都得到顯著的成長。特別是低數學能力學生，在迷你遊戲環境中學習的進步幅度更是顯著高於紙筆組的低數學能力學生。;Many students possess low confidence toward learning mathematics, which, in turn, may lead them to giving up pursing mathematical knowledge deeply. Recently, game-based learning (GBL) is regarded as a potential means to improve students’ confidence. In addition, mental calculation, a fundamental mathematical skill, was considered to be a potential skill that may build students’ confidence toward mathematics. Thus, the research presented in this dissertation attempted to promote students’ low confidence toward mathematics by incorporating mini-games, a sub-genre of games, into mental calculation learning. A preliminary study was conducted to investigate how students reacted to learn mental calculation in a mini-game environment. In addition, the teacher of the participants was interviewed to inquire the teacher’s attitude toward GBL. The results of the preliminary study suggested that the mini-game-based approach was popular to students. However, it was observed that students’ with different levels of academic ability might benefit diversely from the mini-game environment. Thus, an experiment was conducted to investigate how students with different levels of academic ability react to learn mental calculation with mini-games, in terms of two important aspects of learning, i.e., performance and confidence. A control group participated in a paper-based learning approach to provide a baseline of comparison. The results demonstrated that the mini-games approach yielded better outcomes than the paper-based setting in both of the confidence and performance aspects. Both high-ability and low-ability students in the mini-games group gained significant improvement on confidence toward learning mathematics. Additionally, students in the mini-games environment attained better mathematics performance than those in the paper-based setting, especially for low-ability students. |
