性別差異與認知風格對合作化遊戲式學習的影響

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鄭雅維(Ya-wei Jheng) 查詢紙本館藏

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網路學習科技研究所

論文名稱

性別差異與認知風格對合作化遊戲式學習的影響
(An Investigation of Collaborative Game-based Learning: Gender Differences and Cognitive Styles)

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摘要(中)

近年來，遊戲式學習被廣泛地應用在教育環境中，由於其相較於傳統教學更可以增加學生在各方面學習的表現；例如：提升學生的學習觀感、學習成效等。另一方面，學生的學習方式也開始從個人學習環境轉移到合作學習環境；為此，將遊戲式學習結合至合作學習環境中，是目前的一個趨勢。同時，在合作學習中，小組的分組方式是一個值得探討的議題；然而，每一個學生都各自具有不同的特質。有鑑於此，本研究之目的在於以人因（Human factors）的角度來探討，學生對於合作化遊戲式學習環境會產生何種不同的反應。而在眾多的人因探討面向中，過去的文獻顯示「性別差異」與「認知風格」對於學生學習方面具有潛在的影響。因此，本研究進行了兩個實證研究，以「性別差異」（實驗一）與「認知風格」（實驗二）為分組方式，來探討其會如何影響學生對於合作化遊戲式學習的學習成效、學習行為與學習觀感。
從兩個實證研究的結果顯示，兩種以「性別差異」與「認知風格」的分組方式對於學生的學習是有影響的；其中相較於同質性小組，異質性小組表現出較好的學習成效以及較有效率的學習行為。另一方面而言，相較於男性（實驗一）與Serialists（實驗二）的學生，女性（實驗一）與Holists（實驗二）的學生展現出比較正向的學習觀感。在本研究的最後，依據兩個實證研究所得的結果，提出一個圖形化模型用來促進未來個人化遊戲式學習系統的開發與研究。

摘要(英)

In recent years, game-based learning has been widely employed in learning settings because it could enhance student learning in many aspects. For example, students’ learning perception and learning performance could be improved. On the other hand, students’ learning approaches have also being shifted from individual to collaborative learning. Hence, there is a trend of incorporating game-based learning into collaborative learning scenarios. In addition, the group composition in collaborative learning is another issue that needs to be focused on. However, various characteristics exist among every individual. To address this issue, this research aims to investigate students’ different reactions toward collaborative game-based learning from the aspects of human factors. Among various human factors, gender differences and cognitive styles are reported to have potential influences on student learning. Thus, two empirical studies were conducted to examine how grouping ways affect students’ learning performance, behavior and perception from the aspects of gender differences (Study 1) and cognitive styles (Study 2).
The findings from these two studies indicate that both grouping ways have great influences on students’ learning outcomes. More specifically, the heterogeneous groups in both studies demonstrated better learning performance and more effective learning behavior than the homogeneous groups. On the other hand, the results reveal that females (from Study 1) and Holists (from Study 2) demonstrate more positive learning perception than males and Serialists, respectively. Finally, a framework based on the results of two studies is proposed, which are not only to support collaborative learning but also to improve developments of personalized game-based learning systems.

關鍵字(中)

★ 遊戲式學習
★ 合作學習
★ 人因
★ 性別差異
★ 認知風格

關鍵字(英)

★ game-based learning
★ collaborative learning
★ human factors
★ gender differences
★ cognitive styles

論文目次

中文摘要 ii
ABSTRACT iii
Table of Contents v
List of Figures viii
List of Tables x
Chapter 1 Introduction 1
1.1 Background 1
1.2 Research Objectives 3
1.3 Chapter outline 5
1.4 Summary 6
Chapter 2 Literature Review 7
2.1 Collaborative game-based learning 7
2.2 Gender differences 12
2.3 Cognitive styles 14
2.4 Summary 18
Chapter 3 Research Methodology 19
3.1 Introduction 19
3.2 Methodological Approaches 19
3.3 Conceptual Framework 20
3.4 Research Instruments 21
3.4.1 Game-based Learning System 22
3.4.2 Study Preferences Questionnaire (SPQ) 26
3.4.3 Pre-test and Post-test 27
3.4.4 Questionnaire 29
3.5 Summary 30
Chapter 4 Study One: Collaborative Game-based Learning—A Gender Difference Perspective 31
4.1 Study Overview 31
4.1.1 Participants 31
4.1.2 Research Instruments 31
4.1.3 Experimental Procedures 31
4.1.4 Data Analyses 33
4.2 Results 38
4.2.1 Learning performance 38
4.2.2 Learning behavior 44
4.2.3 Learning perception 49
4.3 Summary 55
Chapter 5 Study Two: Collaborative Game-based Learning—A Cognitive Style Perspective 56
5.1 Study Overview 56
5.1.1 Participants 56
5.1.2 Research Instruments 56
5.1.3 Experimental Procedures 56
5.1.4 Data Analyses 58
5.2 Results 60
5.2.1. Learning performance 60
5.2.2 Learning behavior 66
5.2.3 Learning perception 71
5.3 Summary 75
Chapter 6 Conclusions 76
6.1 Summary of Findings 76
6.2 Development of Framework 79
6.3 Limitations and Future Work 81
References 82
Appendix: Pre-test 91
Appendix: Post-test 94

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指導教授

陳攸華(Sherry Y. Chen)

審核日期

2013-7-23

推文