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研究生: 周逸璇
Chou, Yi-Shiuan
論文名稱: 整合認知理論為基礎的遊戲機制之行動歷史教育遊戲與協作學習行為模式分析
Integrating Game Mechanisms Based on Cognitive Theories into a History Educational Mobile Game and Analysis of Collaborative Learning Behavior Patterns
指導教授: 張國恩
Chang, Kuo-En
侯惠澤
Hou, Huei-Tse
口試委員: 陳國棟
Chen, Gwo-Dong
黃國禎
Hwang, Gwo-Jen
蕭顯勝
Hsiao, Hsien-Sheng
張國恩
Chang, Kuo-En
侯惠澤
Hou, Huei-Tse
口試日期: 2024/01/29
學位類別: 博士
Doctor
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 145
中文關鍵詞: 歷史教育遊戲式學習協作問題解決能力歷史思維心流認知鷹架遊戲機制設計
英文關鍵詞: History education, game-based learning, collaborative problem-solving abilities, historical thinking, flow, cognitive scaffolding, game mechanism design
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202400222
論文種類: 學術論文
相關次數: 點閱:81下載:10
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  • 多元觀點的歷史教育逐漸強調歷史思維和協作問題解決能力的發展,且認知鷹架可以在教育遊戲中提供即時指導,以促進學習者對歷史知識的正確理解和討論。本研究設計一個結合認知鷹架與歷史思維的中國清朝歷史教育遊戲《虛空破碎 2.0》,搭配協作問題解決的小組討論活動,引導學生使用歷史思維技能進行遊戲內挑戰和協作問題解決活動,並對學習成效、認知鷹架使用行為、與歷史思維技能討論互動模式三個面向進行分析。
    本研究實驗有 158 名高中生為參與者,分為實驗組(遊戲式學習)和控制組(紙本閱讀)。結果發現,學生的學習成效都有提升,但兩組間並無顯著差異,顯示實驗組在額外具備協作互動的遊戲活動中也能夠得到與閱讀活動相同的歷史學習成效。針對實驗組深入分析學生對認知鷹架的需求,在遊戲時間的前半段需要線索性的資訊,而後半段需要提示性的資訊。
    實驗組中,高先備知識的學生願意分享他們的理解,並帶來更多不同類型的訊息組合以得到結論或原因。對於短訊息的需求沒有明顯增加,偏好較具主題性的討論並從中獲得幫助而非認知鷹架。而低先備知識的學生則更願意與同伴一起尋找有關時間推理的訊息,並反覆探究自己可能注意到的線索。對於短訊息的需求明顯增加,偏好較具探索性的討論並從認知鷹架中共同探索與貢獻所發現的資訊。

    History education from multiple perspectives gradually emphasizes the development of historical thinking and collaborative problem-solving abilities. Cognitive scaffolding can provide immediate guidance in educational games to promote learners' correct understanding and discussion of historical knowledge. This study designed the history educational game "Void Broken 2.0" in Chinese Qing Dynasty, combining cognitive scaffolding and historical thinking. It is paired with collaborative problem-solving group discussion activities to guide students to use historical thinking skills to carry out in-game challenges and collaborative problem-solving activities, and that analyzes three aspects: learning effectiveness, cognitive scaffolding usage behavior, and historical thinking skills.
    This research experiment involved 158 high school students as participants, divided into an experimental group (game-based learning) and a control group (paper reading). The results showed that students' learning effects were improved. Still, there was no significant difference between the two groups, indicating that the experimental group could also obtain the same history learning effects as reading activities in additional collaborative and interactive game activities. For the experimental group, an in-depth analysis of students' needs for cognitive scaffolding revealed that clued information is needed in the first half of the game time, and suggestive information is needed in the last half of the game time.
    In the experimental group, students with high prior knowledge were willing to share their understanding and bring more different types of information combinations to arrive at conclusions or reasons. The demand for short information has not increased significantly, and they prefer more topical discussions and get help from them rather than cognitive scaffolding. Students with low prior knowledge were more willing to look for information about temporal reasoning with their peers and explored clues repeatedly they might have noticed. The demand for short information has increased significantly, with a preference for more exploratory discussions and joint exploration of the information discovered from the cognitive scaffolding.

    第一章 緒論 1 第一節 研究背景 1 第二節 研究動機 4 一、 歷史知識學習成效 4 二、 認知鷹架使用時間 4 三、 歷史思維技能討論 5 第三節 研究目的 6 第四節 研究問題 7 第二章 文獻探討 8 第一節 歷史教學 8 一、 多元觀點的歷史教學法 8 二、 歷史思維技能 11 第二節 認知鷹架 14 一、 鷹架的功能與特徵 14 二、 鷹架的類型 17 第三節 遊戲式學習 20 一、 遊戲式學習的心流 20 二、 遊戲式學習與鷹架設計 23 第四節 協作問題解決 26 一、 問題解決與協作問題解決 26 二、 協作問題解決的成效與評估 29 第五節 文獻回顧整理 32 第三章 歷史教育遊戲:虛空破碎 2.0 35 第一節 系統架構 35 第二節 故事背景、人物、事件和關係 38 第三節 戰鬥難度模式 41 第四節 配對機制與攻擊型態 45 第五節 認知鷹架 47 第四章 研究方法 50 第一節 參與者 50 第二節 研究設計與程序 51 第三節 歷史知識學習成效測驗 53 第四節 系統操作日誌 54 第五節 歷史思維技能編碼原則與編碼表 55 第五章 資料處理 59 第一節 歷史知識學習成效測驗 59 第二節 遊戲系統操作日誌 60 第三節 協作問題解決討論語音 62 第六章 研究結果 64 第一節 實驗組與控制組的歷史知識學習成效組內與組間差異 64 一、 實驗組與控制組的前測同質性 64 二、 實驗組與控制組的前測與後測組內差異 65 三、 實驗組與控制組的後測組間差異 66 四、 小節總結與回答研究問題一 66 第二節 實驗組與其高低先備知識分組的認知鷹架時間差異 67 一、 實驗組前後半段的認知鷹架時間差異 68 二、 高與低先備知識分組的認知鷹架時間差異 69 三、 高先備知識組前後半段的認知鷹架時間差異 70 四、 低先備知識組前後半段的認知鷹架時間差異 71 五、 小節總結與回答研究問題二 72 第三節 實驗組與其高低先備知識分組的歷史思維討論互動 73 一、 實驗組全體的歷史思維技能討論互動 74 二、 高先備知識組的歷史思維技能討論互動 78 三、 低先備知識組的歷史思維技能討論互動 82 四、 小節總結與回答研究問題三 86 第七章 討論 87 第一節 實驗組與控制組的歷史知識學習成效 87 第二節 實驗組與其高低先備知識分組的認知鷹架使用時間 89 第三節 實驗組與其高低先備知識分組的歷史思維技能討論 92 第八章 結論與建議 95 第一節 結論 95 第二節 研究限制 97 第三節 未來研究建議 98 參考文獻 99 附錄 109 附件一 新手教學手冊 109 附件二 家長知情同意書 120 附件三 控制組活動現場照片 122 附件四 事件描述與人物傳記教材 123 附件五 實驗組活動現場照片 141 附件六 歷史知識學習成效測驗 142 附件七 學生遊戲後回饋意見 144

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