博碩士論文 93542015 詳細資訊




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姓名 古騏毓(Chi-yu Ku)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 迷你遊戲對學生心算信心與心算表現之影響
(The Effects of Mini-Games on Students’ Confidence and Performance in Mental Calculation)
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摘要(中) 許多學生對學習數學感到沒有信心,這樣的態度很可能會使得這些學生放棄去追求更深入的數學知識。近來有許多關於遊戲式學習所帶來的正面效果被發表出來,其中也發現遊戲式學習可能可以提升學生的自信心。此外,心算這項基礎數學技能也被認為是一項可以幫助學生建立數學自信心的一項技能。因此,本研究試圖透過結合迷你遊戲(mini-games)與心算學習來幫助學生提升學習數學的自信心。本研究分別進行了一項初探研究與一項主研究。初探研究的主要目的在於探討學生對於在迷你遊戲環境中學習心算的各種反應,同時也訪問了這些參與研究學生的老師以了解老師對於這樣的學習方式有什麼看法和建議。在初探研究所得到的結果指出,學生喜歡透過迷你遊戲這樣的方式來進行學習活動。然而我們也觀察到不同能力的學生在這樣的學習方式中可能獲得不同程度的幫助。因此研究者繼續進行了一項準實驗設計的研究,以探討不同數學能力的學生在進行迷你遊戲式的心算學習後,在信心以及學習成效這兩項指標上所反應出的效果。在這項實驗中,實驗組學生將接受迷你遊戲式的心算學習;而控制組的學生所使用的工具是一般的紙筆,也就是他們會進行一般常見的紙筆練習以作為比較的基準。最後的結果指出,透過迷你遊戲來學習心算比使用紙筆方式,在不管是信心還是學習成效兩方面都帶來更好的結果。此外,不管是高數學能力或是低數學能力的學生,在迷你遊戲的學習方式下,在信心與學習成效也都得到顯著的成長。特別是低數學能力學生,在迷你遊戲環境中學習的進步幅度更是顯著高於紙筆組的低數學能力學生。
摘要(英) Many students possess low confidence toward learning mathematics, which, in turn, may lead them to giving up pursing mathematical knowledge deeply. Recently, game-based learning (GBL) is regarded as a potential means to improve students’ confidence. In addition, mental calculation, a fundamental mathematical skill, was considered to be a potential skill that may build students’ confidence toward mathematics. Thus, the research presented in this dissertation attempted to promote students’ low confidence toward mathematics by incorporating mini-games, a sub-genre of games, into mental calculation learning. A preliminary study was conducted to investigate how students reacted to learn mental calculation in a mini-game environment. In addition, the teacher of the participants was interviewed to inquire the teacher’s attitude toward GBL. The results of the preliminary study suggested that the mini-game-based approach was popular to students. However, it was observed that students’ with different levels of academic ability might benefit diversely from the mini-game environment. Thus, an experiment was conducted to investigate how students with different levels of academic ability react to learn mental calculation with mini-games, in terms of two important aspects of learning, i.e., performance and confidence. A control group participated in a paper-based learning approach to provide a baseline of comparison. The results demonstrated that the mini-games approach yielded better outcomes than the paper-based setting in both of the confidence and performance aspects. Both high-ability and low-ability students in the mini-games group gained significant improvement on confidence toward learning mathematics. Additionally, students in the mini-games environment attained better mathematics performance than those in the paper-based setting, especially for low-ability students.
關鍵字(中) ★ 迷你遊戲
★ 信心
★ 數學學習
★ 心算
★ 學習成效
關鍵字(英) ★ mini-games
★ confidence
★ math learning
★ mental calculation
★ learning performance
論文目次 摘要 i
Abstract iii
Acknowledgments v
Table of Contents vi
List of Figures ix
List of Tables x
1. Introduction 1
1.1. Background 1
1.2. Research Questions 2
1.3. Organization 3
2. Related Work 5
2.1. Mathematical Confidence 5
2.2. Mental Calculation & Math Confidence 6
2.3. Game and Learning 8
2.3.1. Definitions of “Game” 8
2.3.2. The Genres of Digital Games 10
2.3.3. The Mini-Games 15
2.3.4. Game in Education 17
2.3.5. Research in Game-Based Learning 19
2.4. Summary 25
3. Research Design 26
3.1. Preliminary and Main Studies 26
3.1.1. Preliminary Study 26
3.1.2. Main Study 27
3.2. Research Framework 27
3.3. Summary 29
4. Study One: Preliminary Study 30
4.1. Learning Activity Design 30
4.1.1. Participants 30
4.1.2. Instruments 30
4.1.2.1. Learning Environment: One-to-One Classroom 30
4.1.2.2. Materials 32
4.1.2.3. Mini-games 33
4.1.2.4. Questionnaire 35
4.1.3. System Architecture 35
4.1.4. Procedures 36
4.2. Results and Discussion 38
4.2.1. Students’ Performance during the Learning Sessions 39
4.2.2. Detail Analyses of Students’ Reactions 41
4.2.2.1. Analysis on Accuracy 42
4.2.2.2. Analysis on Response Time 43
4.2.2.3. Observation on Time Utilization 45
4.2.2.4. Students’ Confidence toward Mathematics 46
4.2.2.5. Observation on Motivation 47
4.2.2.6. Observation on Engagement 48
4.2.3. Teacher Interview 48
4.3. Summary of the Preliminary Study 50
4.4. Implications for Study Two 51
5. Study Two: Main Study 55
5.1. Experimental Design 55
5.1.1. Instruments 56
5.1.1.1. Materials 56
5.1.1.2. Mini-Games (EG) 57
5.1.1.3. Paper Handouts and Worksheets (CG) 59
5.1.2. Measurement 60
5.1.2.1. Confidence 60
5.1.2.2. Mathematical Performance 62
5.1.3. Procedures 63
5.1.4. Data Gathering and Analysis 64
5.2. Results and Discussion 65
5.2.1. Comparison between the EG and the CG 65
5.2.1.1. Confidence 65
5.2.1.2. Mathematical Achievement 67
5.2.2. Comparison between EG and CG in Terms of Students’ Ability 68
5.2.2.1. Confidence 69
5.2.2.2. Computational Performance 72
5.3. Implications for Future Studies 75
5.4. Summary 75
6. Conclusions 77
6.1. Main Conclusions 77
6.2. Contributions 78
6.3. Limitations 79
6.4. Future work 79
Bibliographies 81
Appendix A 90
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指導教授 陳德懷(Tak-wai Chan) 審核日期 2014-7-25
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