| 摘要: | 近幾年來，許多研究指出性別、認知風格與自我效能在學習者的學習成效、學習動機和遊戲表現扮演著關鍵的要素，然而，缺乏研究上述性別、認知風格、自我效能、先備知識、學習成效、學習動機和遊戲表現的綜合探討。
本研究對象為國中58位九年級學習者，年齡介於14至15歲之間，實驗依據個別差異分組，可分為：性別、認知風格、自我效能、先備知識與回饋形式。本實驗為期八天，第一天實施認知風格量表，以及國文學習成效卷、學習動機量表、自我效能量表等前測，第二到七天為操作數位遊戲式學習系統，第八天則實施學習成效卷、學習動機量表、自我效能量表後測。
本研究主要的結果如下：在性別方面(1)女性學習者在學習動機測量的整體學習動機、內在目標導向、外在目標導向、工作價值、自我效能、期望成功向度顯著高於男性學習者，但是情緒化向度男性學習者顯著高於女性學習者，即男性學習者比女性較會將失敗歸因於負向的情緒；(2)整體學習成效前測、學習成效(中)的前測與學習成效(難)後測，女性學習者的表現較男性學習者高，唯男性學習者在學習成效(中)的提升幅度較女性學習者大，即學習成效(中)男性學習者有顯著進步。在自我效能方面(1)低自我效能者在學習動機中外在目標導向與期望成功向度的分數較高自我效能者高，即透過明確的任務設定，能幫助低自我效能者建立目標。在認知格方面(1)場獨立學習者在整體學習動機改變與控制信念向度表現較場依賴學習者高；(2)場獨立學習者在遊戲程度(難)的表現正確率以及整體遊戲的答對率較場依賴學習者佳。在回饋形式方面(1)回饋形式詳答組在學習成效(中)後測的表現較簡答組高，即詳答能有效提升學習者在對於學習成效(中)的遊戲表現；(2)回饋形式詳答組在遊戲表現(中)的正確率以及遊戲表現(難)的答對率較簡答組佳。表示詳答能提供完整的訊息資訊，因此對學習者的遊戲表現有所幫助。此外，性別*回饋形式交互作用在學習成效未達顯著水準，表示學習者性別與回饋形式兩因子未同時對學習成效產生顯著影響。在相關的結果方面，發現整體學習動機與自我效能、整體學習成效三者之間為顯著正相關，整體學習成效與整體遊戲表現為顯著正向關，此外，遊戲表現的各向度間亦為顯著正相關。
;However, there is a lack of research on comprehensive investigation of gender, cognitive styles, self-efficacy, prior knowledge, learning performance, learning motivation, and game performance.
The participancs of this study were 58 nineth grade high school learners, aged between 14 and 15. The experiment was divided into different groups according to learners′ individual differences, including gender, cognitive styles, self-efficacy, prior knowledge and feedback types. The experiment lasted for eight days. On the first day, the cognitive styles scale was implemented, as well as the pre-test of the Mandarin language learning performance test, the learning motivation scale, and the self-efficacy scale. The second to seventh days were the operation of the digital game-based learning system. On the eighth day, the post-test of Mandarin language learning performance test, the learning motivation scale, and the self-efficacy scale were implemented.
The main results of this study are as follows: in terms of gender (1) female learners′ overall learning motivation and aspects of internal goal orientation, external goal orientation, work value, self-efficacy, and expected success were significantly higher than male learners. However, the aspect of emotional orientation of male learners was significantly higher than that of female learners. In other words, male learners attributed failure more to negative emotions than female learners; (2) In terms of pre-test of learning performance and pre-test of learning performance (middle) and post-test (difficult) post-test, female learners performed better than male learners, but male learners improved their learning performance (middle) more compared to female learners. In other words, learning performance (middle) of male learners had significant progress. In terms of self-efficacy, (1) learners with low self-efficacy, in the learning motivation, had higher scores in the external goal-oriented and expected success than those with high self-efficacy. In other words, through clear task setting, it helped learners with low self-efficiency establish goals. In terms of cognitive styles, (1) field-independent learners performed better in the change of overall learning motivation and locus of control than field-dependent learners; (2) field-independent learners’ accuracy of performance of the game level (difficult) and the overall game correction rate were better than those of field-dependent learners. In terms of feedback type, (1) the detailed feedback type group was better than the simple feedback type group in the post-test of learning performance (middle). In other words, the detailed feedback type could effectively improve the game performance in the learning performance (middle); (2) In the feedback type, the accuracy of the game performance (middle) and the correction rate of the game performance (difficult) were better than the simple feedback type group. In other words, the detailed feedback type could provide complete information, so it helped the learner′s game performance. In addition, the interactions of gender and feedback types had not reached a significant level of learning performance, indicating that the two factors of learners′ gender and feedback type had not reached a significant impact on learning performance at the same time. In the results of correlation, we found that overall learning motivation, self-efficacy and overall learning performance were significantly positively-correlated to each other. The overall learning performance was significantly positively-correlated with overall game performance. In addition, there were significant positive correlations between the various aspects of game performance. |
