| 摘要: | 隨著21世紀科技的迅速發展，科學探究能力已成為培養創新人才的核心目標之一。然而，目前教育系統在實施科學探究教學時，仍面臨學生參與度不足、學習倦怠感高及知識應用困難等挑戰。本研究針對這些問題，開發了一套結合科學探究學習、遊戲化學習與知識翻新的科學探究學習系統，旨在提升學生的學習動機、問題解決能力與知識應用成效。系統設計引入遊戲化元素以增強學習的趣味性與持續性，並以鷹架理論作為支持策略，幫助學生逐步掌握自主學習與知識構建的能力。
科學探究強調學習者的主動性與探索性，致力於促進批判性思維與創新實踐能力；遊戲化學習則透過遊戲元素的融入，有效減輕學習倦怠感並提升動機；知識翻新聚焦於互動與協作中的知識重構，旨在支持學生面向真實問題的解決與應用。然而，目前的學習系統多忽略學習者的倦怠感對學習成效的影響，並缺乏結合遊戲化設計與鷹架策略的整合性研究。本研究正是基於此研究缺口，開發一套創新系統，以回應教育創新需求。
系統開發完成後，本研究透過問卷調查收集42位教師的回饋，重點評估系統的知覺有用性、知覺易用性、使用意願，以及鷹架功能與遊戲化元素在學習支持中的效果。同時，針對遊戲化設計在提升學生學習動機與減少倦怠感方面的效用進行深入分析，並蒐集教師對系統改進的具體建議。研究結果顯示，大多數教師認為該系統在整體科技接受度、知覺有用性、知覺易用性、鷹架工具的支持效果，以及遊戲化對學生學習動機的提升方面均具有明顯的正向影響。基於上述結果，本文提出多項系統優化建議，旨在進一步提升系統設計的效能，並為未來教育創新研究與實務應用提供具體參考方向。
;With the rapid development of technology in the 21st century, scientific inquiry skills have become a core goal in cultivating innovative talents. However, current education systems face challenges in implementing scientific inquiry teaching, such as low student engagement, high learning burnout, and difficulties in knowledge application. To address these issues, this study developed an innovative scientific inquiry learning system that integrates scientific inquiry learning, gamified learning, and knowledge building. The system aims to enhance students′ learning motivation, problem-solving skills, and knowledge application effectiveness. The design incorporates gamification elements to increase learning enjoyment and sustainability, while using scaffolding theory as a support strategy to help students gradually master self-directed learning and knowledge construction skills.
Scientific inquiry emphasizes learners′ initiative and exploratory abilities, fostering critical thinking and innovative practices. Gamified learning, by incorporating game elements, effectively reduces learning burnout and enhances motivation. Knowledge building focuses on the reconstruction of knowledge through interaction and collaboration, equipping students to tackle real-world problems. However, existing learning systems often overlook the impact of burnout on learning outcomes and lack integrated studies combining gamification design and scaffolding strategies. This study addresses these research gaps by developing an innovative system to meet the needs of educational innovation.
Upon completion of system development, this study collected feedback from 42 teachers through a questionnaire survey, focusing on evaluating the system′s perceived usefulness, perceived ease of use, intention to use, and the effectiveness of scaffolding tools and gamification elements in supporting learning. Additionally, the study conducted an in-depth analysis of the impact of gamification design on enhancing students′ learning motivation and reducing burnout, while gathering teachers’ specific suggestions for system improvement. Results indicated that most teachers perceived the system positively in terms of overall technology acceptance, perceived usefulness, perceived ease of use, the support effectiveness of scaffolding tools, and the impact of gamification on student motivation. Based on these findings, this paper proposes several system optimization recommendations to further enhance system performance and provide concrete reference points for future research and practical applications in educational innovation. |
