建置一個數位遊戲式學習系統以促進能源教育之學習動機及自我覺知

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：18

、訪客IP：3.144.189.177

姓名

吳天貴(Tien-kuei Wu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

建置一個數位遊戲式學習系統以促進能源教育之學習動機及自我覺知
(Development of a Gamed-Based Learning System for Enhancing Learner's Motivation and Self-Perception in Energy Education)

相關論文

★ Using Digital Board Game to Enhance Student Engagementin Learning	★ 從人因與互動行為模式的觀點探討數位遊戲式學習輔助能源知識
★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響	★ 由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現
★ 探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響	★ 從全面性的角度探討先備知識對同儕互評中受評與評分之影響
★ 從認知風格的角度探討同儕互評分組對遊戲製作與評量之影響	★ 探討創作媒介、個別差異、範例式教學及創作模式對九年級學生音樂創作的學習動機及成效之影響
★ 探討個別差異與回饋形式在數位遊戲式學習系統中對學習動機、學習成效與遊戲表現之影響：以九年級國文學習為例	★ 探討趨向表現目標與逃避表現目標對於學習成效與表現目標採取之影響－以數位遊戲式英語字彙為例
★ 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例	★ 探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例
★ 從認知風格的角度探討同儕互評對遊戲式學習系統製作與評量之影響	★ 電腦輔助教師回饋於外語寫作情境之研究：成果與觀感
★ 探討英語閱讀遊戲對印尼高中英語學習者的影響	★ 製作者與評量者之認知風格匹配與不匹配對遊戲人機介面與教學影片製作與評量的影響

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]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

能源教育在過去的研究及調查中，多發現其知識性的目標雖有達到，但卻沒成正比的反應在能源消耗的減少上。其一部份的原因是因為消費者對於自己能做到多少、該如何做到，以個人的力量幫助減少能源的使用量，並不夠清楚，且也沒有足夠的動機促使他們去做。因此，本研究以情境式學習的概念結合數位遊戲式學習，開發出一以寵物的飼養為遊戲內容，節約能源為遊戲的目標之遊戲系統，利用遊戲可帶來的強大學習動機，以及與學習者過去的生活經驗相當的情境，以「做中學」的概念及方式來習得對於節約能源的實作知識，並帶起學習者對於能源議題的社會意識。本研究中並以碩士班研究生為對象進行實驗，以評估系統所帶來的影響。實驗中以實驗研究法中的單組前後測以及單組後測，求得學習者在能源議題自我覺知、學習動機、未來節能行為意願、系統評鑑等不同方面的結果。經分析問卷、錄影，及遊戲過程中的行為之後，得出結論如下：
　1. 本數位遊戲式學習系統的確有助於提升學習者的動機
　2. 本數位遊戲式學習系統有助於提昇能源議題的自我覺知
　3. 本數位遊戲式學習系統有助於學習者改變未來節約能源的意願及方式

摘要(英)

In the previous study and research of energy education, we found the target of delivery common knowledge about energy crisis, how energy was being used, how could it produced, how many types of energy etc, was usually achieved, but the real fact is there is no significant decreased usage of energy consumption. One of the reasons is that the consumer is not really understood how one could help to save energy, and lack of the motivation; the most importantly, they don’’t even know how to do it. Therefore, in this study we will present a game-based learning system based on a context of situated learning to motivate learner and bring about the socially conscious consumption about energy, and, the most importantly, the know-how of energy conservation. This game is a pet-raising type game, and the objective of this game is energy conservation. Learner in this game needs to take care the pet well and careful of the energy he’’s already used simultaneously to assure the pet is living fine and the energy is not on a wasting status to avoid failure in the process. Experiment is also being apply to assess the effect of self-perception of energy problem, learner motivation, the willingness to energy conservation in the future, and the evaluation of the game. Here is our conclusion:
　1. The game can help learners to facilitate their motivation
　2. The game can help learners to facilitate the self-perception of energy problem
　3. The game can help learners to change their willingness and provide the knowledge of energy conservation in the future

關鍵字(中)

★ 節能教育
★ 能源教育
★ 數位遊戲式學習
★ 情境式學習
★ 學習動機
★ 自我覺知

關鍵字(英)

★ Learner Motivation
★ Self-Perception
★ Digital Game-Based Learning
★ Energy Conservation Education
★ Energy Education
★ Situated Learning

論文目次

第一章　緒論.............................................1
　1-1　研究背景及動機....................................1
　1-2　研究目的..........................................2
　1-3　研究範圍及限制....................................3
　1-4　論文架構..........................................3
　1-5　研究流程..........................................4
第二章　文獻探討.........................................5
　2-1　數位遊戲式學習（Digital Game-Based Learning）.....5
　2-2　情境式學習（Situated Learning）..................10
　2-3　能源教育（Energy Education）.....................12
第三章　系統設計與實作..................................15
　3-1　系統設計理念.....................................15
　3-2　系統學習模型.....................................18
　3-3　系統實作平台及工具...............................21
　3-4　系統模組架構.....................................22
　3-5　系統介面及功能...................................24
第四章　實驗與討論......................................32
　4-1　實驗方法.........................................32
　4-1-1　實驗目的.......................................32
　4-1-2　實驗工具及對象.................................33
　4-1-3　實驗流程.......................................34
　4-2　結果與討論.......................................35
　4-2-1　問卷資料分析...................................35
　　1.信度分析..........................................35
　　2.能源議題自我覺知..................................37
　　3.學習動機..........................................39
　　4.未來節能行為意願..................................43
　　5.系統評鑑..........................................43
　4-2-2　錄影資料分析...................................44
　4-2-3　遊戲行為資料分析...............................48
第五章　結論與未來工作..................................51
　5-1　研究結論.........................................51
　5-2　研究貢獻.........................................52
　5-3　未來工作.........................................53
參考文獻................................................54
　中文部份..............................................54
　英文部份..............................................55
附錄一　能源議題自我覺知調查表..........................59
附錄二　遊戲評鑑調查表..................................60

參考文獻

中文部份–
台灣電力公司（無日期）。省電小技巧。民96年4月28日，取自http://www.taipower.com.tw/left_bar/45453err/2AA8An/Province_electricity.htm
吳統雄（民73）。電話調查：理論與方法。台北：聯經。
段沛青（民95）。大學生用電消費行為之研究~以桃園地區為例。國立中央大學環境工程研究所碩士論文。
張有典（民92）。統整式能源教育課程對國小學生節約能源態度之影響研究。國立高雄師範大學生活科技教育研究所碩士論文。
張霄亭（民84）。教學媒體與教學新科技。台北：心理。
楊勝傑（民91）。高雄縣立蚵寮國中學生能源態度之個案研究。國立高雄師範大學工業科技教育學系碩士論文。
經濟部能源局（民95）。中華民國九十五年能源統計手冊。臺北市：經濟部能源局。
經濟部能源局（無日期）。常用電器每年耗電量估計表。民96年4月28日，取自：http://www.moeaboe.gov.tw/Promote/saveenergy/pr_save_01_07.asp?group=b
英文部份–
Allen, C. T. (1982). Self-perception based strategies for stimulating energy conservation. The Journal of Consumer Research, 8(4), 381-390.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
Baranauskas, C. C., Neto, N. G. G., & Borges, M. A. F. (2001). Learning at work through a multi-user synchronous simulation game. International Journal of Continuing Engineering Education and Life Long Learning, 11(3), 251-260.
Beck, A., & Katcher, A. (1996). Between pets and people (2nd ed.). New York: Purdue University Press.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Chen, Z. H., Deng, Y. C., Chou, C. Y., & Chan, T. W. (2005). Motivating learners by nurturing animal companions: My-pet and our-pet. In C. K. Looi, G. McCalla, J. Bredeweg & J. Breuker (Eds.), Artificial intelligence in education: Supporting learning through intelligent and socially informed technology (pp. 136-143). Amsterdam, Netherlands: IOS Press.
Chou, C. Y., Chan, T. W., & Lin, C. J. (2003). Redefining the learning companion: The past, present, and future of educational agents. Computers & Education, 40(3), 255-269.
Collins, A. (1989). Cognitive apprenticeship and instructional technology (Teaching report No. 474). Champaign ,IL: University of Illinois at Urbana-Champaign.
Cook, S. W., & Berrenberg, J. L. (1981). Approaches to encouraging conservation behavior: A review and conceptual framework. Journal of Social Issues, 37(2), 73-107.
Dahle, M., & Neumayer, E. (2001). Overcoming barriers to campus greening A survey among higher educational institutions in london, UK. International Journal of Sustainability in Higher Education, 2(2), 139-160.
David L., Bender L., & Burns S. Z. (Producer), Guggenheim, D. (Director). (2006). An inconvenient truth: A global warning [Motion Picture]. USA: Paramount Classics.
de Felix, J. W., & Johnson, R. T. (1993). Learning from video games. Computers in the Schools, 9(2-3), 119-134.
DeJong, W. (1979). An examination of self-perception mediation of the foot-in-the-door effect. Journal of personality and social psychology, 37, 2221-2239.
Dillon, P. J., & Gayford, C. G. (1997). A psychometric approach to investigating the environmental beliefs, intentions and behaviours of pre-service teachers. Environmental Education Research, 3(3), 283-298.
Freedman, J. L., & Fraser, S. C. (1966). Compliance without pressure: The foot-in-the-door technique. Journal of personality and social psychology, 4(2), 195-202.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Geller, E. S. (1981). Evaluating energy conservation programs: Is verbal report enough? The Journal of Consumer Research, 8(3), 331-335.
Gibbons, J. H., & Chandler, W. U. (1981). Energy: The conservation revolution. New York, NY, USA: Plenum Press.
Gore, R. (1981, February 1). Conservation: Can we live better on less? National Geographic Magazine, Special Report, 34-57.
Haakana, M., Sillanpää, L., & Talsi, M. (1997). The effect of feedback and focused advice on household energy consumption. Proceedings of the 1997 ECEEE Summer Study, Panel 4, ID 38.
Hooker, C. A., MacDonald, R., vanHurst, R., & Victor, P. (1981). Energy and the quality of life: Understanding energy policy. Toronto: University of Toronto Press.
Iwata, O. (1997). Attitudinal and behavioral correlates of voluntary simplicity lifestyles. Social Behavior and Personality, 25(3), 233-240.
Iwata, O. (2006). An evaluation of consumerism and lifestyle as correlates of a voluntary simplicity lifestyle. Social Behavior and Personality, 34(5), 557-568.
Karoulis, A., & Demetriadis, S. (2005). The motivational factor in educational games (Research report No. D21-02-01-F).
Keller, J. M., & Kopp, T. W. (1987). An application of the ARCS model of motivational design. In C. M. Reigeluth (Ed.), Instructional theories in action: Lessons illustrating selected theories and models (pp. 289-320). Hillsdale NJ: Lawrence Erlbaum.
Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. Bristol: Nestafuturelab.
Leonard-Barton, D. (1981). Voluntary simplicity lifestyles and energy conservation. The Journal of Consumer Research, 8(3), 243-252.
Liu, X., Ebenezer, J., & Fraser, D. M. (2002). Structural characteristics of university engineering students' conceptions of energy. Journal of Research in Science Teaching, 39(5), 423-441.
Malone, T. W. (1981). What makes computer games fun. Byte, 6(12), 258-277.
Mahmood, A. K., & Ferneley, E. (2006). The use of animated agents in e-learning environments: An exploratory, interpretive case study. ALT-J, 14(2), 153-168.
McArthur, L. A., Kiesler, C. A., & Cook, B. P. (1969). Acting on an attitude as a function of self-percept and inequity. Journal of personality and social psychology, 12(4), 295-302.
McLellan, H. (1996). Situated learning perspectives. Englewood Cliffs, NJ: Educational Technology Publications.
Moore, J. L., Lin, X., Schwartz, D. T., Campbell, O., Hmelo, C., & The Cognition and Technology Group at Vanderbilt. (1994). The relationship between situated cognition and anchored instruction: A response to tripp. Educational Technology, 34(8), 28-32.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning (Report No. 11). Bristol, UK: NESTA Futurelab.
Peters, K. (2005). Learning on the move: Mobile technologies in business and education. Brisbane: Australian Flexible Learning Framework.
Pivec, M., Dziabenko, O., & Schinnerl, I. (2003). Aspects of game-based learning. I-Know, 3, 217-224.
Poortinga, W., Steg, L., Vlek, C., & Wiersma, G. (2003). Household preferences for energy-saving measures: A conjoint analysis. Journal of Economic Psychology, 24(1), 49-64.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment, 1(1), 21-21.
Qablan, A. M. (2005). Education for sustainable development at the university level: Interactions of the need for community, fear of indoctrination, and the demands of work. (Ph.D. of Science Education, Department of Middle and Secondary Education at Florida State University).
Sawin, J. L., & Prugh, T. (2004). Mainstreaming renewable energy in the 21st century. Washington, DC: Worldwatch Institute.
Scott, C. A. (1977). Modifying socially-conscious behavior: The foot-in-the-door technique. The Journal of Consumer Research, 4(3), 156-164.
Squire, K. (2005). Game-based learning: Present and future state of the field. Saratoga Springs, NY: MASIE Center e-Learning CONSORTIUM.
Swinerton, E. N. (1972). Environmental gaming simulations. Journal of Environmental Education, 3(4), 49-52.
Taylor, J. L. (1985). Guide on simulation and gaming for environmental education. Paris, France: Unesco.
Thornton, G. C., & Cleveland, J. N. (1990). Developing managerial talent through simulation. American Psychologist, 45(2), 190-199.
Train, K. E., McFadden, D. L., & Goett, A. A. (1987). Consumer attitudes and voluntary rate schedules for public utilities. The review of economics and statistics, 69(3), 383-391.
Umetsu, T., Hirashima, T., & Takeuchi, A. (2002). Fusion method for designing computer-based learning game. Proc. of ICCE2002, 124-128.
van Houwelingen, J. H., & van Raaij, W. F. (1989). The effect of goal-setting and daily electronic feedback on in-home energy use. The Journal of Consumer Research, 16(1), 98-105.
van Raaij, W. F., & Verhallen, T. M. M. (1983). A behavioral model of residential energy use. Journal of Economic Psychology, 3(1), 39-63.
Whitehead, A. N. (1929). The aims of education. New York: Macmillan Company.
Yergin, D. (1983). Conservation: The key energy source. In R. Stobaugh, & D. Yergin (Eds.), Energy future: Report of the energy project at the harvard business school (3rd ed., ). New York: Random House.

指導教授

楊接期(Jie-chi Yang)

審核日期

2007-7-11

推文