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研究生: 吳佳樺
Chia-Hua Wu
論文名稱: 適性遊戲式補救教學結合診斷測驗於國中數學學習成效、動機與態度之影響
The Effect of Adaptive Game-based Remedial Instruction with Diagnostic Test on Learning Performance, Motivation and Attitude in Junior High School Mathematics Courses
指導教授: 張國恩
Chang, Kuo-En
宋曜廷
Sung, Yao-Ting
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2014
畢業學年度: 102
語文別: 中文
論文頁數: 176
中文關鍵詞: 數位遊戲式學習適性補救教學體驗式學習數學學習診斷測驗
英文關鍵詞: Digital game-based learning, Adaptive remedial instruction, Experiential learning, Mathematics learning, Diagnostic test
論文種類: 學術論文
相關次數: 點閱:296下載:55
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  • 本研究根據Kolb(1984)所提出之「體驗式學習模型」為基礎,以國中數學「直角坐標與二元一次方程式的圖形」單元為教學內容,建置「適性遊戲式補救教學系統」。本系統搭配「貝氏網路診斷測驗系統」診斷出學生之錯誤類型後,能針對每位學生不同的錯誤類型給予相對應的適性補救教學活動。研究對象為國中七年級共87名學生,並以「適性遊戲式補救教學」之學生為實驗組、「非適性遊戲式補救教學」與「適性多媒體補救教學」之學生為控制組實施補救教學活動,比較適性機制與否以及教學策略的不同,是否會影響學習成效、學習動機與學習態度。
    研究結果發現:(1)適性遊戲式補救教學對於學生學習成效、學習動機有正向的影響;(2)適性遊戲式補救教學能顯著提升高分群學生之學習成效;(3)適性遊戲式補救教學能顯著提升男生的學習動機;(4)適性遊戲式補救教學在教學時間不足的情況下,容易降低學生學習態度;(5)適性機制對於矯正學生的錯誤類型有顯著成效;(6)適性機制有助於補救高分群學生之錯誤類型;(7)未加入互動機制之多媒體教學方式易降低學生學習動機。

    The aim of this study is to design an ‘Adaptive Game-based Remedial Instruction System’ based on Kolb's ‘Experiential Learning Model’. The instruction content of this system is focused on the chapter of ‘Cartesian coordinates and the graph of linear equation in two variables’ in seventh-grade junior high school math course. After diagnosing students’ mistake types by the ‘Bayesian Networks Diagnostic Test System’, we applied this game-based system to implement the remedial instruction for each student who has different mistake types. The 87 participants are seventh-grade students. The experimental group was conducted with the ‘Adaptive Game-based Remedial Instruction’, and the control group is composed of two groups of subjects were treated by another two different teaching strategies: the ‘Non-adaptive Game-based Remedial Instruction’ and the ‘Adaptive Multimedia Remedial Instruction’. The three groups were compared by the effects of remedial instruction modes and different teaching strategy in adaptive remedial instructions on students’ learning performance, motivation and attitude.
    The results show that (a) ‘Adaptive Game-based Remedial Instruction’ has positive effects on students’ learning performance and motivation; (b) ‘Adaptive Game-based Remedial Instruction’ can enhance higher level students’ learning performance significantly; (c) ‘Adaptive Game-based Remedial Instruction’ can enhance boys’ learning motivation significantly; (d) under the teaching time limit, ‘Adaptive Game-based Remedial Instruction’ will lower students’ learning attitude; (e) adaptive mechanism has significantly positive effect on modifying students’ mistake types; (f) adaptive mechanism has significantly positive effect on modifying higher level students’ mistake types; (g) the ‘Adaptive Multimedia Remedial Instruction’ without interaction mechanism will lower students’ learning motivation.

    附表目錄 vii 附圖目錄 x 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 6 第三節 名詞解釋 7 第二章 文獻探討 8 第一節 數位遊戲式學習 8 第二節 數位遊戲式學習相關理論 22 第三節 適性補救教學 30 第四節 「直角坐標與二元一次方程式圖形」單元之錯誤類型 35 第三章 系統設計 38 第一節 貝氏網路診斷測驗系統 39 第二節 遊戲式補救教學系統 53 第三節 適性多媒體補救教學系統 78 第四章 研究方法 81 第一節 研究對象 81 第二節 研究設計 82 第三節 研究工具 86 第四節 實驗程序 90 第五節 資料處理與分析 92 第五章 研究結果與討論 94 第一節 數學學習成效分析 94 第二節 數學學習動機分析 106 第三節 數學學習態度分析 115 第四節 分析結果摘要 123 第五節 綜合討論 133 第六章 結論與建議 139 第一節 結論 139 第二節 建議 142 參考文獻 145 附錄1 數學學習動機量表 161 附錄2 數學學習動機量表 163 附錄3 學生抽樣訪談題目與逐字稿 165 附錄4 抽樣訪談之家長同意書 176

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