研究生: |
盧玫如 Lu, Mei-Ru |
---|---|
論文名稱: |
同質/異質分組在博物館導覽實境遊戲學習中之學習成效探討 Exploring the Effects of Heterogeneous and Homogenous Groupings on Game-Based Museum Guidance |
指導教授: |
王健華
Wang, Chien-Hwa |
學位類別: |
碩士 Master |
系所名稱: |
圖文傳播學系 Department of Graphic Arts and Communications |
論文出版年: | 2017 |
畢業學年度: | 105 |
語文別: | 中文 |
論文頁數: | 74 |
中文關鍵詞: | 博物館導覽 、情境學習 、先備能力 、同質/異質分組 |
英文關鍵詞: | game-based museum guidance, situational game learning, advance knowledge, homogeneous/heterogeneous grouping |
DOI URL: | https://doi.org/10.6345/NTNU202202751 |
論文種類: | 學術論文 |
相關次數: | 點閱:158 下載:10 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
摘要
由於二十一世紀是個資訊化時代,隨著科技的日新月異,國內外博物館也積極轉型,博物館的導覽與學習模式也逐漸從數位化到行動化乃至於雲端化。行動學習載具裝置為數位學習計畫中重要的一環,分組合作學習也是近幾年來教育的重要教學策略。本研究運用博物館內的學習平台,結合行動學習系統來進行實境遊戲的情境學習。將「三芝名人館」設計成一個魔法世界,以尋寶遊戲為架構,運用IBeacon微定位系統的技術,透過遊戲闖關方式及同儕間的合作學習,一同完成學習目標。主要想引發學習者主動積極學習的動機,提高學習者學習的成效與興趣。研究中我們使用實驗法,受試者為48名國中八年級的學習者,依照對三芝名人館的先備能力成績高低,採同質和異質的分組來進行實境遊戲,探究不同類型的分組其學習成效與學習興趣是否有顯著差異。研究統計方式採取雙因子變異數和雙因子共變數分析,研究結果發現,接受實境遊戲學習後,全體學習者之學習成就有顯著提升。而同質/異質分組在完成實境遊戲後學習者之學習成效有顯著差異,但學習興趣則沒有顯著差異。同質/異質分組與不同先備能力者在學習成效與學習興趣上並無產生交互作用,表示兩者之間並無顯著差異。經問卷資料整理,發現不同先備能力者與同質/異質分組中都能在實境遊戲學習中獲得良好的學習經驗。
Abstract
With the gradual digitalization of museum guides and the introduction of multi-media digital audio and video guides, the diversification of teaching will enable learners to get out of the classroom and interact with the real environment and situation to promote learners' knowledge and experience. In this study, the "Sanzhi Celebrity Hall" was used as the teaching site, the Hall of Celebrity was designed as a magic world. The Kaitou museum and the Chaifon Museum were the main teaching materials, combined with local cultural relics learning, to treasure-hunting game for the structure. Adding with the use of IBeacon micro positioning system technology, this study builds a context-aware mobile gaming system. The breaking through the Barricade game can integrate the cooperation between learning, competition, training cooperation between peers to learn tacit understanding. To learn in an autonomous and interactive way, to deepen learners to connect with learning resources in the real situation and construct a meaningful and interesting learning platform. This study is intended to stimulate students' motivations for active learning and to improve the effectiveness and interest of students. In the study, we used the experimental method, the subjects were 48 eighth-grade learners in the country, in accordance with its awareness of the Sanzhi Hall of the level of advance knowledge, will be divided into homogeneous group or heterogeneous group. After learning the real game, the study explores whether there is significant difference between group learning performance and group learning interest. Two-factor variance analysis was used to study the statistical methods. Interviews were conducted after the game was finished, and qualitative data were collected. Quantitative research results are obvious, after the game through the real game, the learners of learning outcomes and learning interest have significantly improved. This study shows that different abilities in different groups can be in the real game learning to get a good learning experience.
參考文獻
壹、中文文獻
宋曜廷、張國恩、于文正(2006)。行動載具在博物館學習的應用:促進「人-機-境」互動的設計。博物館學季刊, 20(1),17-34。
吳麗玲(2000)。博物館導覽與觀眾涉入程度之研究:以達文西特展為例。臺北市立師範學院視覺藝術研究所碩士論文。
吳佩修、朱斌妤(2001)。科學工藝博物館解說員導覽服務對民眾參觀旅遊品質影響之研究。科技博物, 5(4): 65-81。
余少卿(2003)。個人化行動數位導覽之互動設計探討-以故宮博物院「乾隆皇帝的文化大業」特展為例。元智大學資訊傳播系。
張秀梅(2003)。不同能力分組方式在合作學習應用中對學習態度和學習成就的影響(碩士論文)。取自臺灣博碩士論文系統。(系統編號091TKU00154011)
周立勳(1999)。配對腳本合作學習對國小學童閱讀表現的影響。臺北市:五南圖書出版有限公司。
何青蓉(2000)。從終身學習談博物館教育。博物館學季刊,14(2),7-14。
邱明嬌(1996)。博物館與學校教育之交集-建教合作。美育,78,15-22。
陳平福(2006)。情境式行動導覽系統之設計與應用-以國立歷史博物館「唐三彩」常設展為例。國立台灣師範大學資訊教育學系碩士論文,台北市。
蕭翔鴻、徐純譯(2002)。藝術與科技裝置的結合。美育,126:32-41。
朱靜華(1994)。美術館推廣教育與展覽品導向的教育。台北市立美術館主編,「當代美術館的角色功能與應用」國際學術研討會論文集,183-191,台北:台北市立美術館。
黃政傑、林佩璇(1996)。合作學習。臺北市:五南圖書出版有限公司。
黃永和(2013年6月)。合作學習的教學實務議題探析。國民教育,第53卷5期,78-88頁。
貳、西文文獻
Bishop, A. P., & Bruce, B. C. (2002). Using the Web to Support Inquiry-based Literacy Development. Journal of Adolescent and Adult Literacy, 45(8), 706-714.
Bork, C. J., & King, K. (1998). Computer conferencing and collaborative writing tool starting a dialogue about student dialogue. In C. J. Bork & K. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy apprenticeship and discourse., 3-23, Mahwah, NJ: Lawrence Erlbaum.
Burcaw, G. E. (1997). Introduction to Museum Work. America: AltaMira Press.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Cocciolo, A. & Rabina, D. (2013). Does place affect user engagement and understanding? Mobile learner perceptions on the streets of New York. Journal of Documentation, 69(1), 98-120.doi:10.1108/00220411311295342
Dempsey, J. V., Lucassen, B., Haynes, L., & Casey M. (1996). Instructional applications of computer games.( ERIC Document Reproduction Service No. ED394500).
DeVries, D. L. & Edwards, K.J. (1972). Learning games and student teams: Their effects on classroom processes. (ERIC Document Reproduction Service No. ED070019).
Driskell, J. E., Willis, R. P., & Cooper, C. (1992). Effect of overlearning on retention. Journal of Applied Psychology, 77, 615-622.
Eder, D. (1981). Ability grouping as a self-fulfilling prophecy: A micro-analysis of teacher-student interaction. Sociology of Education, 54(3), 151-162. doi:10.2307/2112327
Findley, W. G., & Bryan, M. (1971). Ability grouping: 1970 status, impact, and alternatives. Athens, GA: University of Georgia, Center for Educational Improvement. Retrieved from ERIC database. (ED060595)
Johnson, L., Adams, S., & Cummins, M. (2012). The NMC horizon report: 2012 higher education edition. Austin, Texas: The New Media Consortium.
Fuligni, A. J., Eccles, J. S., & Barber, B. L. (1995). The long-term effects of seventh-grade ability grouping in mathematics. The Journal of Early Adolescence, 15(1), 58-89. doi:10.1177/0272431695015001005
Gentes, A., Guyot-Mbodji, A., & Demeure, I. (2010). Gaming on the move: urban experience as a new paradigm for mobile pervasive game design. Multimedia Systems, 16(1), 43-55. doi: 10.1007/s00530-009-0172-2
Hollifield, J. (1987). Ability grouping in elementary schools. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved from ERIC database. (ED290542)
Hooper-Greenhill, E. (1999). The educational role of the museum. London and New York:Routlrdge.
Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. T. (2009). Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344. doi:10.1111/j.1365-2729.2009.00316.x
Keegan, D. (2002). The future of learning: From eLearning to mLearning. Hagen, Germany: FernUniversitat, Instution for Research into Distance Education. Retrieved from ERIC database. (ED472435)
Kulik, J. A., & Kulik, C-L. C. (1987). Effects of ability grouping on student achievement. Equity & Excellence in Education, 23(1-2), 22-30. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/1066568870230105
Laine, T. H., Sedano, C. A. I., Joy, M., & Sutinen, E. (2010). Critical Factors for Technology Integration in Game-Based Pervasive Learning Spaces. Ieee Transactions on Learning Technologies, 3(4), 294-306. doi: 10.1109/tlt.2010.16
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643. doi:10.1016/j.compedu.2010.02.023
Liu, G. Z., & Hwang, G. J. (2010). A key step to understanding paradigm shifts in e‐learning: towards context‐aware ubiquitous learning. British Journal of Educational Technology, 41(2), E1-E9. doi:10.1111/j.1467-8535.2009.00976.x
Lord, Barry & Lord, G. D. (1997).The manual of Museum Management .London: The Stationery Office, p.114.
Lu, C., Chang, M., Kinshuk, Huang, E., & Chen, C.W. (2014). Context-Aware Mobile Role Playing Game for Learning. A Case of Canada and Taiwan. Educational Technology & Society, 17(2), 101–114.
Mikic, F., Anido, L., Valero, E., & Picos, J. (2007). Accessibility and mobile learning standardization. Paper presented at The 2nd International Workshop on MCL.
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
Saleh, M., Lazonder, A. W., & De Jong, T. (2005). Effects of within-class ability grouping on social interaction, achievement, and motivation. Instructional Science, 33(2), 105-119.
Schwabe, G., & Göth, C. (2005). Mobile learning with a mobile game: Design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204-216. doi:10.1111/j.1365-2729.2005.00128.x
Sharples, M. (2005). Learning as conversation: Transforming education in the mobile age. Paper presented at Conference on Seeing, Understanding, Learning in the Mobile Age, Budapest, Hungary. Retrieved from http://www.eee.bham.ac.uk/sharplem/papers/theory
%20of%20learning%20budapest.pdf
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 347-350. doi:10.3102/00346543057003293
Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471-499. doi:10.3102/00346543060003471.
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31, 268-286. doi:10.1111/jcal.12088.
Schmitz, B., Klemke, R., & Specht, M. (2012). Mobile gaming patterns and their impact on learning outcomes: A literature review. Lecture Notes in Computer Science In 21st Century Learning for 21st Century Skills (pp. 419-424). Springer Berlin Heidelberg.
Webb, N. M. (1982). Peer interaction and learning in cooperative small groups. Journal of Educational Psychology, 74(5), 642-655. doi:10.1037/0022-0663.74.5.642.