| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 97 === The first purpose of this study is to design and develop a courseware that integrates multiple game factors. The other one is to find out how the game factors impact on second graders. This study integrates competition, challenge, curiosity, and a sense of achievement into the courseware. The authors employed a quasi-experimental method, with a pre-test and posttest design the courseware with game factors as the treatment group and the traditional factors as the control population. The treatment group is with 30 students (14 boys and 16 girls) and the controlled one is with 30 students (13 boys and 17 girls). The author adopts pre- and post- test in learning attitude, post test in motivation, and semi-structural interview methods to collect information.
After two forty-minute sessions of using the courseware with game factors for treatment group and without game factors for control group learning, an analysis of the results indicates that there are significant differences in two learning attitudes, “math confidence and “math anxiety” for both groups. It indicates that both groups can answer the problems confidently and the coursewares (with and without game factos) could reduce anxiety of mathermatics learning. However, only the experimental group shows significant difference in “math success” in the leaning attitude. It indicates that multiple game factors can promote intention to pursue sucsess in math. Although both groups don’t show significant differences in post-test learning attitude comparison, the experimental group shows significant differences between learning attitude toward “math success” and “math inquiry”. That is, integrating multiple game factors into instruction design does inspire learners’ eagerness to pursue success in math. Both groups shows no significant differences in learning motivation, but in learning portfolio, the experiment group shows better outcomes in the frequencies of using the courseware, reaction speed, and scores.
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