探討數位遊戲式學習複習方式對高中生在丙級電腦硬體組裝虛擬實境課程之影響

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周芳欣(Fang-Hsin Chou) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討數位遊戲式學習複習方式對高中生在丙級電腦硬體組裝虛擬實境課程之影響
(Exploring the Effects of Using Digital Game-Based Learning as a Review Method on High School Students′ Virtual Reality based Level C Computer Hardware Fabrication Course)

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摘要(中)

電腦硬體裝修課程對於高中資訊的學生，是重要的專業及認證科目。課程中將學習如何組裝和維修電腦硬體並幫助學生瞭解電腦的基本原理和運作方式，提高學生的職業技能以及解決問題的能力。然而，電腦硬體裝修課程的實作教學往往會面臨一些困難，如需要大量的硬體設備和工具。例如模擬硬體裝修場景的電腦設備資訊教室，使用時會有實體材料的損耗及準備資訊教室的時間成本。為了解決這些問題，可以採用一些輔助策略，幫助學生更好地學習和實踐，有研究開始使用虛擬實境技術應用於電腦硬體裝修課程中，提供更為真實的學習體驗，並且能夠有效解決材料損耗的問題。但在過去虛擬實境的實作研究，大部分為探討如何使用虛擬實境學習，但較少探討應用於課程復習方式上，本研究應用遊戲式學習，透過遊戲的方式來進行復習，以提高學生的學習動機和學習興趣，並以此來提高學習成效，來幫助學生更好地學習電腦硬體裝修知識。本研究目的探討使用電腦硬體裝修虛擬實境系統課程後，在課程復習上將學生分成實驗組及對照組二組，實驗組使用數位遊戲式學習系統，對照組使用傳統白板及紙本進行練習。兩組分別探討學習成效、學習動機、認知負荷、科技接受度、導入遊戲式學習系統在課程復習上教學者的看法。

摘要(英)

The computer hardware fabrication course is an important professional and certification subject for high school information technology students. In the course, students will learn how to repair computer hardware and understand the basic principles and operation of computers. This will improve their vocational skills and problem-solving abilities. However, practical teaching in the computer hardware fabrication course often faces some difficulties, such as requiring a large amount of hardware equipment and tools. To solve these problems, some teach strategies can be adopted to help students learn and practice better. Research has begun to use virtual reality technology applied to the computer hardware fabrication course to provide a more realistic learning experience and solve the problem effectively of material loss. However, in the past virtual reality practical research, most of them explored how to use virtual reality to learn, but less on its application in reviewing courses. This study applies game-based learning to review in a game format, to improve students′ learning motivation, and to improve learning effectiveness, helping students to learn computer hardware repair knowledge better. This study aims at after virtual reality system, dividing students into experimental and control groups. The experimental group uses a digital game-based learning system, and the control group uses traditional whiteboards and paper for review. The two groups will explore learning effectiveness, motivation, cognitive load, technology acceptance, and the teacher′s views on using digital game-based learning systems for course review.

關鍵字(中)

★ 數位遊戲式學習
★ 角色扮演
★ 虛擬實境
★ 學習成效
★ 學習動機
★ 認知負荷
★ 電腦硬體組裝

關鍵字(英)

★ Digital Game-Based Learning
★ Role-Playing
★ Virtual Reality
★ Learning Effectiveness
★ Learning Motivation
★ Cognitive Load
★ Computer Hardware Fabrication
★ Classcraft

論文目次

摘要 i
誌謝 v
目錄 vi
圖目錄 ix
表目錄 xi
第一章緒論 1
1-1 研究背景及動機 1
1-2 研究目的 3
1-3 研究問題 3
1-4 研究範圍及限制 4
1-5 名詞釋義 4
第二章文獻探討 7
2-1 電腦硬體裝修技能檢定 7
2-1-1 電腦硬體裝修技術士檢定的定義 7
2-1-2 電腦硬體裝修技術士的分級 8
2-1-3 電腦硬體裝修在教育上的相關研究 10
2-1-4 小結 14
2-2 虛擬實境 14
2-2-1 虛擬實境的定義 14
2-2-2 虛擬實境技術的種類和應用範圍 18
2-2-3 虛擬實境在教育上的相關研究 21
2-2-4 小結 26
2-3 遊戲式學習 27
2-3-1 遊戲式學習的定義 27
2-3-2 運用大型多人線上角色扮演遊戲在教育上相關研究 28
2-3-3 角色扮演遊戲RPG和虛擬實境在教育上的研究 31
2-3-4 小結 35
第三章研究方法 36
3-1 研究設計 36
3-2 研究對象 37
3-3 研究工具 39
3-3-1 電腦硬體組裝虛擬實境系統 39
3-3-2 Classcraft數位遊戲式學習系統 47
3-3-3 電腦硬體裝修丙級技術士技能檢定學科測驗 57
3-3-4 學習動機量表 58
3-3-5 認知負荷量表 58
3-3-6 科技接受度量表 58
3-3-7 教師訪談記錄表 59
3-4 實驗流程 60
3-5 資料處理分析 63
3-5-1 信度分析（Reliability Analysis） 63
3-5-2 成對樣本檢定（Paired Samples t test） 63
3-5-3 獨立樣本分析（Independent Samples t test） 63
3-5-4 半結構式訪談（Semi-Structured Interview） 63
第四章研究結果與討論 65
4-1 實驗組和控制組在學習成效上的差異 65
4-2 實驗組和控制組在學習動機上的差異 66
4-3 實驗組和控制組在認知負荷上的差異 66
4-4 實驗組和控制組在科技接受度上的差異 67
4-5 教師訪談 68
4-6 綜合討論 70
第五章結論與建議 72
5-1 研究結論 72
5-2 研究貢獻 74
5-3 研究限制及未來工作 75
參考文獻 77
附錄一丙級電腦硬體裝修技能應具技能標準 88
附錄二丙級電腦硬體裝修學科含資訊類與技能檢定共用項題庫工作項目解析 - 最新版（第十三版） - 附MOSME行動學習一點 90
附錄三學習動機量表 94
附錄四認知負荷 95
附錄五 VR科技接受度量表 96
附錄六數位遊戲系統科技接受度量表 97
附錄七教師訪談記錄表 98

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指導教授

楊接期

審核日期

2023-6-29

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