| DC 欄位 |
值 |
語言 |
| DC.contributor | 網路學習科技研究所 | zh_TW |
| DC.creator | 吳妘萱 | zh_TW |
| DC.creator | Yun-hsuan Wu | en_US |
| dc.date.accessioned | 2010-8-8T07:39:07Z | |
| dc.date.available | 2010-8-8T07:39:07Z | |
| dc.date.issued | 2010 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=975204002 | |
| dc.contributor.department | 網路學習科技研究所 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 努力被認為是新時代中最需要被培養的能力之一，因此如何協助學生建立「勤奮努力」的行為與信念，乃為所有家長與學者所關注的問題。因此，本研究設計以先練習後競爭模式來促使學生提升其努力行為與信念，運用遊戲式學習的特性，創造一努力為導向的學習環境。先練習後競爭模式為一正向循環，包含練習階段與競爭階段。練習階段以目標設定輔助學習者設定其願意努力目標，並以明確的目標來提高其努力行為；競爭階段以強調事前準備的重要性來降低其負面影響，並希望透過所提供的成功經驗與努力進行連結，引導學習者將競賽的成敗歸因為努力的因素上，讓學習者知道勝負掌握在自己手上。
為了解系統是否確實能依照設計理念傳達努力的概念與刺激其努力行為，以桃園縣某國小三年級學生29人為研究對象，歷時三個月，研究流程分為兩部分，第一部分為3次的全班性觀察，主要為系統測試及觀察與了解學生使用情況；而第二部分則為10位學生的個別訪談，以調查系統對學生情意面之影響。從觀察與訪談的資料結果指出，在努力行為部分，大部分學生可經由先練習後競爭之遊戲機制得到其引導，並可促使一些學生提升其努力行為，例如競賽前會先練習與失敗後會回歸於練習；在努力信念部分，大多數學生能理解先練習後競爭之意義，但少數學生則不能。最後，研究者依據此研究結果進行討論與對未來工作提出建議。
| zh_TW |
| dc.description.abstract | Efforts are considered as a competence that has to be culativated. How to help students develop the behavior and the belief of ＂effort＂ is an important issue. Hence, this study developed a preparation-based competitive model to enhance students’ behavior and belief of efforts. This study also adopted the model with game-based learning features and created an effort-oriented learning environment.
Preparation-based competitive model is a positive cycle, including practice phase and competition phase. In practice phase, based on the goal setting, it assists students to make a clear goal which they would reach and improve their effort behavior according to their willings. In competition phase, the system emphasizes the importance of preparation which would reduce its negative influence, and links the successful experiences and efforts which guides them attritube to effort.
To reach above the goal, the participants were 29 3th grade students. The research period was three months and contained two parts: field observation and interviews. The goal of observation is to test the system and to know how students used it. 10 students were interviewed to investigate how the affective side of the system impacted on them. Regarding effort behaviors, the results revealed that the preparation-based competitive model would guild most students and enhance their behavior. On the other hand, regarding effort belief, most students could understand the meaning of preparation-based competition, but few students couldnot really get the point.
| en_US |
| DC.subject | 競爭遊戲 | zh_TW |
| DC.subject | 目標設定 | zh_TW |
| DC.subject | 先練習後競爭模式 | zh_TW |
| DC.subject | 動物同伴 | zh_TW |
| DC.subject | goal setting | en_US |
| DC.subject | animal companions | en_US |
| DC.subject | preparation-based competitive model | en_US |
| DC.subject | competitive game | en_US |
| DC.title | 設計以先練習後競爭之模式來促進學生努力之行為與信念 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | Designing a Preparation-based Competitive Model to Promote Students' Effort-Making and Beliefs | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |