| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 96 === This study is aimed to investigate the effects of integrating on-line game teaching into science learning on 7th-grade students’ learning motivation and achievement. A quasi-experimental design was conducted with 133 junior high school students of 7th grade in central Taiwan. 66 students were in the experimental group receiving the integration of o-line game teaching into science learning while the other 67 students formed the control group receiving traditional classroom instruction. To explore the learning motivation and achievement of students after they received different teaching methods, “The On-line Game Teaching Software", “The Science Learning Motivation Questionnaire Survey ", and "The Science Achievement Questionnaire Survey ", were adopted as instruments of analysis. Students’ learning achievement was measured by pre-test, post-test, and delayed post-test. The data were analyzed by using one-way ANCOVA and two-way ANOVA. The following were the findings of this study:
1.There was no significant difference on learning motivation between the
experimental group and the control group.
2. On learning motivation, no significance was found between the male and female students of the experimental group. However, there were significant differences on “Working Value” and “Self-efficacy”.
3. Significance was found between the male and female students of the control group on learning motivation, especially on “Self-efficacy”.
4. On-line Game Teaching facilitates female students’ motivation of science leaning.
5. Though there was no significant difference on the achievement post-test and delayed post-test between the experimental group and the control group, both On-line Game Teaching and Traditional Classroom Teaching benefited students’ retention of science learning.
6. After students were grouped by gender, no significance was found on achievement post-test and delayed post-test between the experimental group and the control group. That means On-line Game Teaching is adaptable for both male and female students.
Based on the findings of this study, teachers are suggested to integrate proper on-line game teaching into instructional activities. Teachers can use animations, pictures, and audios to elicit students’ curiosity and arouse their learning motivation. In this way, students’ active learning and better learning achievement can be expected.
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