| 摘要: | 在傳統的課堂環境中，多數教師採用講述法教授數學，這使得學童在學習過程中缺乏與教師的雙向互動機會，進而缺乏學習興趣。為了解決此問題，需要採用能夠提升學習動機的策略，例如：遊戲式學習。然而過去研究，僅探討遊戲式學習對提升學習成就與學習動機的影響，且結果出現分歧，加上缺少針對個體差異、回饋形式等多項因子進行討論與分析。因此，根據上述研究背景與動機，本研究目的為探討將遊戲式學習融入數學教學中的效果，並分析此教學方式是否能夠提升學童的學習成就和學習動機。此外，研究還分析個體差異（性別、先備知識）以及回饋形式對學習成就和動機的影響，並探討這些變項之間的相關性。
本研究以量化為主質性為輔，研究對象為桃園市某國小六年級的三個班級，共56名學童。學童被分為不同學習環境組別：兩個班級的37名學童作為實驗組，另一個班級的19名學童作為控制組。實驗組進一步根據性別（男童、女童）、先備知識（高先備知識、低先備知識）和回饋形式（有詳解組、無詳解組）分析其使用遊戲式學習後對學習成就、學習動機的影響。實驗為期五週，每週課程教學後會進行兩次的測驗，實驗組使用PaGamO平臺進行測驗，控制組使用傳統練習卷。在實驗結束時，從實驗組選取八名學童進行半結構式訪談。研究工具包括：數學學習成就測驗、數學學習動機量表、PaGamO平臺使用感受問卷、半結構式訪談。資料分析方法包括：信度分析、成對樣本t檢定、獨立樣本t檢定、Pearson相關性分析、描述性統計和質性分析。
本研究之結果如下: (1)無論是實驗組（數位遊戲式學習）還是控制組（傳統練習卷），對提升數學學習成就都沒有顯著差異。然而，實驗組（數位遊戲式學習）在整體數學學習動機上顯著高於控制組（傳統練習卷）； (2)性別差異對數位遊戲式學習成效的影響不明顯，不同性別的學童在數學學習成就上沒有顯著差異。在學習動機方面，男童組和女童組在整體數學學習動機上沒有顯著差異，但在分項數學學習動機中的注意有顯著差異，男童組顯著高於女童組。此結果與相關性分析和質性分析的結果一致；(3)先備知識差異對數位遊戲式學習成效的影響顯著，數位遊戲式學習對於高先備知識組更為有利，高先備知識組的數學成就測驗和學習動機均顯著高於低先備知識組。不過，數位遊戲式學習環境仍對低先備知識組有幫助，因其數學成就測驗的進步幅度較大。此結果與相關性分析和質性分析一致；(4)回饋形式差異對數位遊戲式學習中的學習成就和學習動機有不同的結果。有詳解組在提升數學學習成就上顯著高於無詳解組，其原因為完整的圖文解析內容有助於增進數學知識的理解。而數學學習動機則無顯著差異。此結果與質性分析結果一致。
根據本研究發現，將數位遊戲式學習融入數學課程對提升學童的數學學習動機具有顯著進步，而對於學習成就的提升可能因使用時間不長導致成效並不顯著。此外，研究還揭示了多種變項，包括性別差異、先備知識和回饋形式，在數位遊戲式學習環境中對國小學童數學學習成就和學習動機的影響。這些結果可為後續研究和實務應用提供參考。;In traditional classroom settings, most teachers use lecturing methods to teach mathematics, which results in a lack of two-way interaction opportunities between teachers and students, leading to a diminished interest in learning. To address this issue, strategies that can enhance learning motivation, such as game-based learning, need to be adopted. However, past research has primarily focused on the impact of game-based learning on improving learning achievement and motivation, with mixed opinions, and there has been a lack of discussion and analysis on various factors such as individual differences and feedback forms. Therefore, based on the aforementioned research background and motivation, the purpose of this study is to explore the effects of integrating game-based learning into mathematics teaching and to analyze whether this teaching method can improve students′ learning achievement and motivation. Additionally, the study analyzes the impact of individual differences (such as gender and prior knowledge) and feedback forms on learning achievement and motivation, and examines the correlations between these variables.
The study primarily adopts a quantitative approach with supplementary qualitative elements. It involves 56 sixth-grade students from three classes in a primary school in Taoyuan City. The students were divided into different learning environment groups: 37 students from two classes as the experimental group and 19 students from one class as the control group. Within the experimental group, further analyses were conducted based on gender (boys, girls), prior knowledge (high, low), and feedback type (with detailed feedback, without detailed feedback), to assess the impact of game-based learning using the PaGamO platform on learning achievements and motivation. The study spanned five weeks, with bi-weekly tests conducted after each week′s lessons: the experimental group used the PaGamO platform for tests, while the control group used traditional practice papers. At the end of the experiment, eight students from the experimental group were selected for semi-structured interviews. Research tools included prior knowledge tests, mathematics achievement tests, mathematics learning motivation scales, feedback on PaGamO platform usage, and interview records. Data analysis methods included reliability analysis, paired samples t-test, independent samples t-test, Pearson correlation analysis, descriptive statistics, and qualitative analysis.
The results of this study are as follows: (1) There was no significant difference in the improvement of mathematics learning achievement between the experimental group (digital game-based learning) and the control group (traditional practice sheets). However, the experimental group (digital game-based learning) showed significantly higher overall mathematics learning motivation compared to the control group (traditional practice sheets); (2) The impact of gender differences on the effectiveness of digital game-based learning was not significant, with no notable difference in mathematics learning achievement between boys and girls. In terms of learning motivation, there was no significant difference in overall mathematics learning motivation between boys and girls, but there was a significant difference in the "attention" subcategory of mathematics learning motivation, with boys scoring significantly higher than girls. This result is consistent with the correlation analysis and qualitative analysis results; (3) The impact of prior knowledge differences on the effectiveness of digital game-based learning was significant. Digital game-based learning was more beneficial for the high prior knowledge group, with both mathematics achievement test scores and learning motivation significantly higher than those of the low prior knowledge group. However, the digital game-based learning environment was still helpful for the low prior knowledge group, as their mathematics achievement test scores showed a greater improvement. This result is consistent with the correlation analysis and qualitative analysis results; (4) The differences in feedback forms resulted in varying outcomes for learning achievement and learning motivation in digital game-based learning. The detailed feedback group showed significantly higher improvement in mathematics learning achievement compared to the non-detailed feedback group, as the comprehensive graphical and textual analysis content helped enhance the understanding of mathematical knowledge. However, there was no significant difference in mathematics learning motivation. This result is consistent with the qualitative analysis results.
Based on these findings, integrating digital game-based learning into mathematics curriculum significantly enhances students′ motivation to learn mathematics, while the impact on improving learning achievements may not be significant due to the relatively short duration of use. Additionally, the study revealed the varied effects of several variables including gender differences, prior knowledge, and feedback types on primary school students′ mathematics learning achievements and motivation in a digital game-based learning environment. These results provide valuable insights for future research and practical applications. |
