| 摘要: | 線上學習和在教育環境中使用科技正得到整個教育體制的充分關注。如今，網路學習的普及為教師和學生帶來了巨大的機會，讓他們能在快速的網路學習中探索不同的學習方式。然而，目前存在著一些問題，如線上學習評量。
本研究主要目的在實證分析在小型私網平台上兩種遊戲評量對高等教育學生在是否有顯著影響。實踐分析包括學生的內在動機和自我效能。此外，學生的教育專業背景和每週的學習時間也被用作獨立變量。
這項研究最初是透過SPOC為台灣的高等教育學生提供學習印尼語的機會。這項研究開始於設計和開發兩種遊戲評量和啟發式評估的 Bahasa Indonesia bagi Penutur Asing (BIPA) 教師，為世界各地的外國人提供印尼語。該階段接著進入在SPOC中啟動的系統。
研究的設計分為定量和定性(混合方法)進行。在SPOC的遊戲性評量成為研究學生內在動機和自我效能感的中心，以確定GA的使用是否顯著。此研究是在台灣一所私立大學的兩個不同班級進行的。一個是針對漢語作為第二語言的教學 Teaching Chinese as Second Language (TCSL) 學生的班級，另一個是針對非TCSL學生的班級。一開始透過預試來檢測學生的印尼語水平。其結果採用Mann-Whitney U 檢驗來尋找變量之間的相關性。
另一方面，使用Spearman來尋找依變量和自變量之間的相關性係數。研究結果被用來將學生分成兩組，進行兩輪。第一輪中，有33名學生參與了遊戲評量 (GA) 並填寫了調查，而在第二輪中參與者的數量為24名。透過使用事後分析Kruskal Wallis H-test來定量分析兩輪的數據，以調查做每個遊戲評量 (GA) 的學生的任何顯著性比較。此外，定性分析是透過向十個願意參與的學生提出五個開放式問題來進行的。學生的答案被嚴格編碼，並以五種描述性分析和圖表的形式呈現。
結果表明;(1)學生的印尼語熟練程度不影響其內在動機，自我效能僅部分受到印尼語熟練程度的影響。 (2) 學生對GA 2的內在動機與自我效能有較強的關聯性。但與GA1的相關性較弱。 (3) 在GA1和GA 2上都顯著發現了學生的感知能力，但是僅在GA 1有緊張感。 (4) GA 2僅對學生的自我效能有影響，GA 1對學生的自我效能無顯著影響。另外，GA 2在社會資源的獲取、學業成績和自主學習等方面呈現顯著差異。
根據我們的開放式調查得出的另一個發現被分析為五個支持主題。 (5) 這項研究在GA 1和GA 2的對比中對這些主題進行了批判性的討論; 學習時間與學生成績，學生對焦慮狀態的看法，印度尼西亞文化素養的相似程度以及學生在SPOC的遊戲化評估中的前後行為之間的關係並不密切。
透過查看SPOC的遊戲評量，這項研究為印尼語教師和講師提供了一個新的視角，讓他們在面對迫使所有學習都在網上進行的危急情況時，利用這種特殊的評量來吸引學生的注意力。本文討論了研究結果的含義和進一步研究的建議。;Online learning and the use of technology in the educational environment is getting full attention throughout educational institutions. The availability of using online learning nowadays has brought a vast opportunity for teachers, alongside with students, to explore various learning styles in facing rapid online learning. However, several issues have been existed, such as the learning assessment through online.
The purpose of this study was to empirically analyze the comparison between two gamified-assessments, whether significantly affect higher education students in their Small Private Online Course (SPOC) platform. The practical analysis includes students′ intrinsic motivation and self-efficacy. Additionally, students′ educational major background and their learning hours per week were also employed to be independent variables.
The study was initially launched to learn the Indonesian language for higher education students in Taiwan through SPOC. The study was commenced by designing and developing two gamified-assessments and heuristically evaluated by BIPA (Bahasa Indonesia bagi Penutur Asing) or Indonesian language teachers, Indonesian language for foreign speakers, around the world. The phase then proceeded into the system launched in SPOC.
The design of the study was conducted into quantitative and qualitative (mixed-method). Gamified-assessment in SPOC becomes a center of study where students’ intrinsic motivation and self-efficacy were investigated to determine whether the use of GA is significant or not. The study was conducted in two different classes in a private university in Taiwan. One class for Teaching Chinese as Second Language (TCSL) students, and another class for non-TCSL students. In the beginning, students’ Indonesian language proficiency were detected by conducting pretest. Its result was used to find the differences among variables by employing Mann-Whitney U-test.
On the other hand, a Spearman’s correlation was executed to seek coefficients between dependent and independent variables. The students were then grouped into two groups for two cycles. In the cycle I, there were 33 students participated in doing the gamified-assessment (GA) and filled the survey, while the number of participants in cycle II was 24 students. The data from two-cycle were quantitatively analyzed by using a post-hoc analysis Kruskal Wallis H-test in order to investigate any significance comparison for students who are doing each GA. Moreover, the qualitative analysis was conducted in by asking five open-ended questions to the ten students who were willing to participate. Students’ answers were rigorously coded and presented in five supporting descriptive analysis and figures.
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The result indicates; (1) students’ Indonesian language proficiency does not affect their intrinsic motivation, while self-efficacy is only partially affected by students’ Indonesian language proficiency. (2) There is a strong correlation among students’ intrinsic motivation and self-efficacy toward GA 2. However, the weak correlation was found toward GA 1. (3) Students’ perceived competence was significantly found on both GA1 and GA 2. However, the tension was only on GA 1. (4) Self-efficacy was only affected by students in GA 2 only, while GA 1 shows the non-significant result. The additional finding indicates that GA 2 provided high significant difference among students in enlisting their social resources, their academic achievement and their self-regulated learning.
Another findings based-on the open-ended survey were analyzed into five supporting-themes. (5) The study managed those themes to critically discuss in the unflattering comparison between GA 1 and GA 2; the not relatable of learning epoch for students’ achievement, students’ perception on the state of anxiety, the likeness of Indonesian’s cultural literacy, and how students’ prior and anterior actions within the gamified-assessment in SPOC.
By viewing the gamified-assessment in SPOC, the study offers a new lens for Indonesian language teachers and instructors to use this particular assessment to get students’ attention while facing the critical condition which forces all learning to be online. The implication of the findings and recommendations for further research are discussed herein. |
