Bebras Challenge融入數位遊戲<Captain Bebras>系統之學生運算思維能力分析

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：96

、訪客IP：18.117.11.176

姓名

陳彥銘(Yan-Ming Chen) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

Bebras Challenge融入數位遊戲<Captain Bebras>系統之學生運算思維能力分析
(The Analysis of Students′ Computational Thinking Ability by Bebras Challenge in the Digital Game System <Captain Bebras>)

相關論文

★ 遊戲式學習增進印尼國小兒童運算思維之成效研究	★ 科技輔助版圖遊戲增進印尼兒童英語詞彙學習之成效研究
★ 運用均一教育平台於國中資源班學生數學學習之研究	★ <亞米大陷阱>數位學習營養教育遊戲對臺灣飲食營養價值學習成效之探討
★ 台灣地形遊戲教育中的沙盒擴增實境系統設計與評估	★ 線上議題探究系統之探究能力分析
★ 線上議題遊戲系統之遊戲行為與互動歷程探討	★ 複合式領地桌遊之學習者人格特質與歷史思維分析
★ 機械戰馬：連桿仿生機器人之開發及教學設計與運算思維表現評估	★ 情境議題式策略遊戲平台的開發與評估
★ 科技融入幼兒生命教育繪本之學習、興趣、歷程與成效	★ 線上歷史探究系統對中學生歷史思維與探究學習成效分析
★ 文化美感教育桌遊＜金色絲路＞對小學生美感鑑賞素養與文化認知之學習分析影響	★ 絲路史地數位遊戲之玩家動機、策略與歷史素養分析
★ 數位互動式文字劇情冒險遊戲開發與學習者人格及歷史多元觀點分析

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 (2026-7-31以後開放)

摘要(中)

本研究開發了名為「Captain Bebras」(海狸船長)的網頁數位遊戲，旨在觀察學生在遊玩前後對於運算思維能力和學習動機的變化。研究目的是將 Bebras Challenge 融入數位遊戲中，創造一個自主遊玩的環境，以提升學生的運算思維能力。
活動時間長度為兩小時，包含前測、遊戲、後測和問卷調查四個階段。研究方法主要以量化研究為基礎，測試內容參考了 Bebras Challenge 的題庫，並按照八個運算思維面向進行評估。同時，使用自評問卷瞭解學生在日常生活中應用運算思維的程度，以及使用滿意度問卷瞭解學生對於「Captain Bebras」數位遊戲的回饋和建議。
研究結果顯示，學生在遊玩「Captain Bebras」遊戲後的運算思維能力有顯著提升。前測和後測的運算思維表現有顯著進步，顯示本遊戲對於運算思維的培養有著正面的影響。此外，學生在遊戲過程中表現出良好的學習動機和對於遊戲挑戰的興趣。
總體而言，研究結果表明「Captain Bebras」數位遊戲對於促進學生的運算思維能力和學習動機具有潛力。本遊戲有助於學生在數位故事情境中培養運算思維能力，並激發其運算思維概念和學習興趣。

【關鍵字】Bebras、運算思維 (Computation Thinking, CT)、數位遊戲

摘要(英)

This study developed a web-based digital game called "Captain Bebras" to observe the changes in students′ computational thinking skills and learning motivation before and after playing the game. The purpose of the study was to integrate the Bebras Challenge into the digital game to create a self-directed play environment to enhance students′ computational thinking skills.
The length of the activity was two hours and consisted of four stages: pre-test, game, post-test and questionnaire. The research method was mainly based on quantitative research. The test content was based on the Bebras Challenge question bank and was evaluated according to the eight computational thinking domains. At the same time, a self-assessment questionnaire was used to understand the extent to which students applied computational thinking in their daily lives, and a satisfaction questionnaire was used to understand students′ feedback and suggestions on the "Captain Bebras" digital game.
The results of the study showed that the students′ computational thinking skills improved significantly after playing the "Captain Bebras" game. There was a significant improvement in the performance of computational thinking in the pre-test and post-test, indicating that the game has a positive effect on the development of computational thinking. In addition, the students showed good motivation and interest in the game challenges during the game.
Overall, the findings suggest that the "Captain Bebras" digital game has the potential to promote students′ computational thinking skills and learning motivation. The game helps students develop computational thinking skills and stimulate their computational thinking concepts and interest in learning in a digital story context.

Keywords:Bebras, Computation Thinking (CT), Digital Game

關鍵字(中)

★ Bebras
★ 運算思維
★ 數位遊戲

關鍵字(英)

★ Bebras
★ Computation Thinking
★ Digital Game

論文目次

摘要 i
Abstract ii
誌謝 iii
目錄 iv
圖目錄 vii
表目錄 x
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 4
1-3 研究問題 5
二、文獻探討 6
2-1 運算思維 6
2-2 數位遊戲 12
三、遊戲開發 16
3-1 開發工具 16
3-1-1 前端開發工具 17
3-1-2 後端開發工具 18
3-2 介面設計 20
3-2-1 遊戲角色設計 20
3-2-2 首頁介面設計 22
3-2-3 登入註冊介面設計 23
3-2-4 測驗介面設計 24
3-3 遊戲關卡設計 25
3-3-1 選定遊戲對象 25
3-3-2 挑選適當的題目 26
3-3-3 設定遊戲故事背景 27
3-3-4 設定遊戲關卡任務 28
3-4 系統記錄 44
四、研究方法 46
4-1 研究對象 46
4-2 研究架構 47
4-3 研究流程 48
4-4 研究工具 49
4-4-1 前後測考題 49
4-4-2 遊戲系統記錄 52
4-4-3 運算思維自評問卷 53
4-4-4 遊戲滿意度問卷 55
4-5 資料處理 57
4-5-1 前後測資料處理 57
4-5-2 遊戲系統資料處理 59
4-5-3 運算思維自評問卷資料處理 59
4-5-4 遊戲滿意度問卷資料處理 59
五、研究結果 60
5-1 運算思維能力表現 60
5-1-1 運算思維之八面向能力表現 61
5-1-2 運算思維之總體速度表現 62
5-2 遊戲歷程表現 64
5-2-1 遊戲歷程之運算思維八面向表現 64
5-2-2 遊戲歷程之關卡遊玩次數 65
5-3 運算思維自評問卷分析 69
5-4 遊戲滿意度分析 71
六、結論與未來建議 76
6-1 結論 76
6-2 未來建議 78
參考文獻 79
中文部分 79
英文部分 79
附件一家長知情同意書 84
附件二前測題目 88
附件三後測題目 95
附件四前測作答卷 102
附件五後測作答卷 104
附件六運算思維自評問卷 106
附件七遊戲滿意度問卷 107

參考文獻

教育部(2018)。台灣運算思維挑戰賽。檢索日期:2023 年 4 月 20 日。檢自 https://bebras.csie.ntnu.edu.tw/
教育部(2023)。運算思維推動計畫。檢索日期:2023 年 4 月 20 日。檢自 https://compthinking.csie.ntnu.edu.tw/
Akçayır, M., Dündar, H., & Akçayır, G. (2016). What makes you a digital native? Is it enough to be born after 1980? Computers in Human Behavior, 60, 435-440.
Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2009). Investigating the impact of video games on high school students’ engagement and learning about
genetics. Computers & Education, 53(1), 74-85.
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community. Acm Inroads, 2(1), 48-54.
Bebras. (n.d.). Bebras International Challenge. Retrieved April 20, 2023, from https://www.bebras.org/
Becker, K. (2007). Digital game‐based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488.
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education-Implications for policy and
practice (No. JRC104188). Joint Research Centre (Seville site).
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Chen, Y. M., Shih, J. L. (2022, June). Bebras in the Digital Game< Captain Bebras> for Students’ Computational Thinking Abilities. In CTE-STEM 2022 conference.
Chen, Y. M., Shih, J. L., & Chen, S. W. (2022). Design Methodology of Bebras Thematic Game. The 30thInternational Conference on Computers in Education.
Chiazzese, G., Arrigo, M., Chifari, A., Lonati, V., & Tosto, C. (2019, October). Educational robotics in primary school: Measuring the development of computational thinking skills with the bebras tasks. In Informatics (Vol. 6, No. 4, p. 43). MDPI.
Chu, Y. K., Liang, J. C., & Tsai, M. J. (2019, June). Development of a computational thinking scale for programming. In 3rd International Conference on Computational Thinking Education, CTE 2019 (pp. 185-189). The Education University of Hong Kong.
Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centred game-design approach: İmpacts on teachers’ creativity. Digital Education Review, 13-22.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment (CIE), 1(1), 20-20.
GOV.UK. (2014). National curriculum in England: computing programmes of study. Retrieved July, 16, 2014.
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43.
Hong, J. C., Cheng, C. L., Hwang, M. Y., Lee, C. K., & Chang, H. Y. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25(5), 423-437.
Jong, M. S. Y., Geng, J., Chai, C. S., & Lin, P. Y. (2020). Development and predictive validity of the computational thinking disposition questionnaire. Sustainability, 12(11), 4459.
Kafai, Y. (2001). The educational potential of electronic games: From games-to-teach to games-to-learn. Playing By The Rules, Cultural Policy Center, University of Chicago, Chicago, IL, 2001.
Kuo, W. C., & Hsu, T. C. (2020). Learning computational thinking without a computer: How computational participation happens in a computational thinking board game. The Asia- Pacific Education Researcher, 29(1), 67-83.
Laine, T. H., & Lindberg, R. S. (2020). Designing engaging games for education: A systematic literature review on game motivators and design principles. IEEE Transactions on Learning Technologies, 13(4), 804-821.
Moreno-Ger, P., Sierra, J. L., Martínez-Ortiz, I., & Fernández-Manjón, B. (2007). A documental approach to adventure game development. Science of computer programming, 67(1), 3-31.
Obama, B. (2017). Computer science for all. Retrieved from WhiteHouse: https://www.whitehouse.gov/blog/2016/01/30/computer-science-all.
Papert, S. (1980). Mindstorms: children, computers, and powerful ideas.
Peel, A., & Friedrichsen, P. (2018). Algorithms, abstractions, and iterations: Teaching computational thinking using protein synthesis translation. The American Biology Teacher, 80(1), 21-28.
Phan, M. H., Keebler, J. R., & Chaparro, B. S. (2016). The development and validation of the game user experience satisfaction scale (GUESS). Human factors, 58(8), 1217-1247.
Pivec, M. (2007). Play and learn: potentials of game‐based learning. British journal of educational technology, 38(3), 387-393.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1),21-21.
Resnick, M., & Silverman, B. (2005, June). Some reflections on designing construction kits for kids. In Proceedings of the 2005 conference on Interaction design and children (pp. 117-122).
Rojas-Mancilla, E., Conei, D., Bernal, Y. A., Astudillo, D., & Contreras, Y. (2019). Learning histology through game-based learning supported by mobile technology. Int. j. morphol, 37, no. 3, p. 903-907.
Sailers, E. (2014). Robot Turtles: A Fun Way to Target Social Communication and Coding Skills. Leader Live.
Schez-Sobrino, S., Vallejo, D., Glez-Morcillo, C., Redondo, M. Á., & Castro-Schez, J. J. (2020). RoboTIC: A serious game based on augmented reality for learning programming. Multimedia Tools and Applications, 79, 34079-34099.
Selby, C., Dorling, M., & Woollard, J. (2014). Evidence of assessing computational thinking. University of Southampton.
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi delta kappan, 87(2), 105-111.
Shih, J. L. (2022). Computational Thinking in the Interdisciplinary Robotic Game: the CHARM of STEAM. In Computational Thinking Education in K–12: Artificial Intelligence Literacy and Physical Computing (pp. 245-269). MIT press.
Shih, J. L., Huang, S. H., Lin, C. H., & Tseng, C. C. (2017). STEAMing the Ships for the Great Voyage: Design and Evaluation of a Technology integrated Maker
Game. IxD&A, 34, 61-87.
Squire, K. (2003). Video games in education. Int. J. Intell. Games & Simulation, 2(1), 49-62. Taylor, M., Baskett, M., Reilly, D., & Ravindran, S. (2019). Game theory for computer games
design. Games and Culture, 14(7-8), 843-855.
Turchi, T., Fogli, D., & Malizia, A. (2019). Fostering computational thinking through collaborative game-based learning. Multimedia Tools and Applications, 78, 13649- 13673.
Viudes-Carbonell, S. J., Gallego-Durán, F. J., Llorens-Largo, F., & Molina-Carmona, R. (2021). Towards an iterative design for serious games. Sustainability, 13(6), 3290.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Wing, J. M. (2011). Research notebook: Computational thinking—What and why. The Link
Magazine, 20-23.

指導教授

施如齡(Ju-Ling Shih)

審核日期

2023-6-28

推文