相較於一般傳統的電腦科學教學，學生在學習意願、動機上較為不足，為了改善學生的學習狀況，我們嘗試使用一個新的教學模式。在本研究中，藉由情境教學與同儕互評的方式，從中觀察學生的電腦科學課程學習動機。本次實驗是對修電腦科學通識課程的學生進行施測，教師運用此情境式教學策略進行電腦科學課程的教學，讓學生在Second Life模擬情境的環境下學習，並且透過同儕間競爭與沒有同儕競爭的實驗組、對照組來達成目標，最後共有20人完成此課程之學習活動及填寫有效之實驗資料，而我們使用MSLQ量表作為學生之學習動機的評估工具。實驗的結果顯示，情境式學習較傳統學習更能引發學生學習動機，加入同儕競爭的學生比起沒有加入同儕競爭要素的學生，在學習動機中雖然沒有明顯的提升，但是在訪談的過程中可以了解競爭要素在情境學習上的優勢所在。 Students are willingness to learn and lack of learning motivation in traditional computer science learning. In order to promote students’ learning outcome, a new learning method was attempted to observe on students’ learning motivation in computer science course by situated learning and peer competition. Students were using situated game-base learning with peer competition or non-peer competition in Second Life 3D environment, and having MSLQ questionnaire and qualitative interviews in the end of the experiment. A total 20 students from information engineering department completed the learning activity and filled the valid experimental data. The results show that students’ learning motivation in situated learning is more effective than traditional learning and the method peer competition is more advanced than non-peer competition from qualitative interviews.
