專題式合作學習在教育桌上遊戲設計課程之應用-以師資培育學生為例

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：12

、訪客IP：18.224.69.179

姓名

劉力君(Li-Chun Liu) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

專題式合作學習在教育桌上遊戲設計課程之應用-以師資培育學生為例
(Applying Collaborative Project-based Learning into the Curriculum for Educational Broad Game Design -An Example of Pre-service Teachers)

相關論文

★ 自我效能與STEM樂高機器人課程對國民小學六年級學生學習成效與學習態度之影響	★ 偏鄉小學學伴在英語線上課業輔導的學習滿意度、學習態度和學習成果
★ 網路同儕評量回饋功能及自我調制歷程之研究	★ 數位遊戲設計之教學模式建構
★ 樂高機器人多媒體教材設計、發展與可用性評估	★ 桃園縣青少年網路閱讀動機與網路閱讀行為之相關研究
★ 國小學生對桌上遊戲接受度之相關分析—以大富翁遊戲為例	★ 網路討論區評鑑指標發展及應用
★ 台灣青少年學習者於機器人學習活動的動機策略探究-以WRO機器人競賽為例	★ 資訊科技融入教學實踐歷程之行動敘說-－以國小低年級閱讀與寫作為例
★ 創意思考螺旋教學策略對國小學童學習效果之研究	★ 一位數學家教老師如何資訊融入專業知能發展
★ 成語教學導入桌遊對國中八年級學生之影響	★ 遊戲化華語教學之研究—以創意思考螺旋融入教育桌遊為例
★ 機器人學習活動的協作歷程、情境知識之探究：以樂高機器人之分組學習課程為例	★ 歌曲教學法、傳統教學法對EFL學習者英語聽力成效差異

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)

利用配件與圖板構成的桌上遊戲引導學生學習遊戲設計，有助於瞭解遊戲的機制、內涵，並培養學生創造思考與合作的技能，但是很少有研究從教學和課程活動設計的角度來看如何引導學生設計桌上遊戲。
本研究採用專題式合作學習進行桌上遊戲設計課程，以北部某大學的51位師資培育學生為研究對象，實施每週兩小時，共計十七週的專題製作課程，進行方式以實體課程搭配有網路非同步與同步討論功能的平台作為學習輔助工具。
研究者以助教角色從旁協助並觀察學生學習狀況。瞭解學生的參與表現及小組討論資料，並在遊戲設計前後，使用問卷和評分表，反應課程實施對學生自我效能的影響和課程感受，研究結果發現，學生的操作和設計自我效能皆有顯著提昇、對課程的進行方式的滿意度高，課程結束後能持續應用所學於教學實務上，且合作討論的多元學習方法有助於增進學生的溝通與創造能力，研究最後依據課程過程的分析與觀察，提出日後可應用於桌上遊戲設計課程執行上的具體建議。

摘要(英)

The use of board games in game design was beneficial for students to understand the mechanisms and content of the games, and to develop creative thinking and cooperation skills. However, few studies from curriculum design perspective to explore how to guide students to design board games.
In this study, project-based cooperative learning was applied in the board game design course. Fifty-one pre-service teachers in a university in northern Taiwan participated in this study. This is a two-hour course per week, and the course lasted for seventeen weeks. During the course, the learning platform with online synchronous and asynchronous discussion functions was applied to support students’ learning.The researcher took the role of teaching assistant, and observed students’ learning. The data of students’ participation and group discussion recorded by the online discussion platform, collected from questionnaires, and observation, were used to analyze students’ perceptions and self-efficacy in this course.
The result showed that students’ self-efficacy in operating and designing board games were enhanced, and students were satisfied with the course. Moreover, after the course, it was found that the students would apply the skills learned in the course into the practical educational fields, and multiple ways for group discussion were beneficial for students to improve their communication and creativity. In the final, some suggestions were proposed for future studies about the design of board game design course.

關鍵字(中)

★ 專題式合作學習
★ 桌上遊戲
★ 師資培育生

關鍵字(英)

★ project-based learning
★ board game
★ pre-service teacher

論文目次

第壹章緒論.....................1
第一節研究背景與動機.............1
第二節研究目的..................4
第三節研究問題..................5
第四節研究限制..................6
第五節名詞解釋..................7
第貳章文獻探討..................9
第一節桌上遊戲..................9
第二節專題式合作學習.............13
第三節桌上遊戲設計課程的設計與實施..18
第參章研究設計..................21
第一節研究方法..................21
第二節研究對象與場域.............24
第三節課程活動設計...............26
第四節研究工具..................39
第五節資料分析..................42
第肆章研究結果..................43
第一節課程對學生自我效能的影響.....43
第二節學生對課程的反應與感受.......54
第三節學生在學習上的發展情形 .......66
第伍章結論與建議.................71
第一節研究結論..................71
第二節研究建議..................74
參考文獻........................76
附錄............................82
附錄一桌上遊戲操作與設計自我效能量表.82
附錄二桌上遊戲設計專題課程滿意度問卷.84
附錄三遊戲測試矩陣評分表...........87
附錄四小組遊戲互評表..............88
附錄五學生作品列表................89

參考文獻

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review , 84 (2), pp. 191-215.
Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A. P., Zech, L., & Bransford, J. D. (1998). Doing with understanding : Lessons from research on problem and project-based learning. The Journal of the Learning Sciences , 7 (3&4), pp. 271-311.
Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology , 38 (3), pp. 478-488.
Campbell, J. (1991). The power of myth. New York: Anchor Books.
Clark, K., Brandt, J., Hopkins, R., & Wilhelm, J. (2009). Making games after-school: Participatory game design in non-formal learning environment. Educational Technology , 10 (2), pp. 40-44.
Donnely, R., & Fitzmaurice, M. (2005). Collaborative project-based learning and problem-based learning in highter education: A consideration of tutor and student roles in learning-focused strategies. In G. O'Neill, S. Moore, & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching (pp. 87-98). Dublin: AISHE.
Gamlath, L. S. (2007). Outcomes and observations of an extended accounting board game. Developments in Business Simulations & Experiential Exercises (34), pp. 132-137.
Gee, J. P. (2003). What video games have to teach us about learning and literacy? New York: Palgrave.
Hinebaugh, J. P. (2009). A board game education. Maryland: Rowman & Littlefield Education.
Jimenez-Silva, M., White-Taylor, J. D., & Gomez, C. (2010). Opening opportunities through math board games: Collaboration between schools and a teacher education program. IUMPST: The Journal , 2 (Pedagogy), pp. 1-8.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education , 8 (1), pp. 12-24.
Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler Publishers.
Kort, E. (2008). Board game design: Uncertain outcomes. Retrieved May 15, 2011, from http://education.alumnae.mtholyoke.edu/@api/deki/files/6/=boardgames.pdf
Kraaijenbrink, E., Gils, F. v., Cheng, Q., Herk, R. v., & Hoven, E. v. (2009). Balancing skills to optimize fun in interactive board games. (T. Gross, Ed.) INTERACT.
Lennon, J. L., & Coombs, D. W. (2007). The utility of a board game for dengue hemorrhagic fever health education. Health Education (107), pp. 290-306.
Lim, C. P. (2008). Spirit of the game: empowering students as designers in schools. British Journal of Educational Technology , 39 (6), pp. 996-1003.
Liu, E. Z. F., Lin, C. H., & Chang, C. S. (2010). Student satisfaction and self-efficacy in a cooperative robotics course. Social Behavior and Personality: An International Journal, 38(8), 1135-1146.
Lundgren, S. (2008, April). Teaching gameplay design is teaching interaction design. Paper presented at International Conference of Human Computer Interaction Educators. Rome.
Marick, B., & Hendrickson, E. (2004). Exploratory Testing for Agile Projects. Paper presented at Agile Development Conference, (pp. 1-6). UTAH.
Mayer, B. (2010). Board games and the AASL standards for the 21st-Century learner. Retrieved January 11, 2011, from http://sls.gvboces.org/gaming/sites/sls.gvboces.org.gaming/files/Story%20Documents/aaslgamealignment(sheets).pdf
Mayer, B., & Harris, C. (2008). Libraries got game: Aligned learning through modern board games. New York: American Library Association.
Moursund, D. (1999). Project-Based Learning Using Information Technology. Retrieved April 21, 2011, from http://www.edtechleaders.org/documents/Pbl/ISTEsession6.pdf
Pavlova, M., & Turner, S. (2007). It's never too early: Education for sustainable development. The International Journal of Environmental, Cultural, Economic and Social sustainability , 2 (7), pp. 69-76.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of calssroom academic performance. Journal of Educational Psychology , 82 (1), pp. 33-40.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2008). Students as designers and creators of educational computer games: Who else? British Journal of Educational Technology , 39 (6), pp. 1004-1019.
Prompramot, S., Blashki, K., & Nichol, S. (2007). Learn to design vs design to learn. International Conference Interfaces and Human Computer Interaction, (pp. 145-148). Lisbon, Portugal.
Resnick, M. (2004). Edutainment? No thanks. I prefer playful learning. Associazione Civita (1), pp. 2-4.
Schwartz, B. (2004). Jesse Schell interview. Retrieved January 7, 2011, from The Game Journal: http://www.thegamesjournal.com/articles/JesseSchell.shtml
Scientists, Federation of American. (2006). Summit on educational games. Retrieved January 20, 2011, from http://www.fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf
Siraj, S. (2005). Project-based learning (PrBL): for CurriculumEnrichment: Malaysia experiences. Paper presented at Project-based Learning Conference. Taiwan.
Smith, R. D., & Muhro, E. (2009). Educational card games. Physics Education , 44 (5), pp. 479–483.
Swacha, J., Skrzyszewski, A., & Syslo, W. A. (2010). Computer game design class: The students' and professionals' perspectives. Informatics in Education , 9 (2), pp. 249-260.
Thomas, W. J. (2000). A review of research on project-based learning. Retrieved December 24, 2010, from The Autodesk Foundation: http://www.bie.org/files/researchreviewPBL_1.pdf
Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with education: Evaluation of its educational effectiveness. Educational Technology & Society , 8 (2), pp. 54-65.
Vries, d. A., & Roodenrijs, E. (2010). Playtesting: part of game design and development. Testing Experience , (10), pp.60-62.
Wikipedia contributors. (2010, December). 桌上遊戲. Retrieved December 11, 2010, from Wikipedia, The Free Encyclopedia: http://zh.wikipedia.org/zh-tw/%E6%A1%8C%E4%B8%8A%E9%81%8A%E6%88%B2
Winn, B., & Heeter, C. (2007). Resolving conflicts in educational game design through playtesting. Innovate Journal of Online Education , 3 (2).
Zimmerman, E. (2003). Play as research. In L. Brenda (Ed.), Design Research. Cambridge, MA: The MIT Press.
Zimmerman, E. (2009). Gaming literacy: Game design as a model for literacy in the 21st century. In B.Perron & M. J.
P. Wolf (Eds), The video game theory reader, 23-32. New York: Routledge.
徐新逸（2001）。如何利用網路幫助孩子成為研究高手-網路專題式學習與教學創新。台灣教育，607，25-34。
林生傳（2003）。教育研究法-全方位的統整與分析。台北：心理。
林佩璇（2000）。行動研究和學校本位課程評鑑。台北市：揚智。
師資培育法（2005年12月28日修正）。
劉旨峯、劉力君（2010）。桌上遊戲與教育。中央大學師培通訊。15(2)。

指導教授

劉旨峯(Eric Zhi-Feng Liu)

審核日期

2011-8-15

推文