The influence of computer game learning on the concept of global warming and carbon reduction for the fifth-grade elementary school students

• Main Authors: Chen Jian-Da, 陳建達
• Other Authors: Yu-Ling Lu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/56443985253142218561

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 100 === The influence of computer game learning on the concept of global warming and carbon reduction for the fifth-grade elementary school students ABSTRACT This study was to explore the effect of a computer educational game of Energy Saving and Carbon Reduction (ESCR) on students learning about related concept and the growth of environmental awareness. Participants were students of five classes in an elementary school in Taoyuan County, Taiwan. Four of these were assigned as experimental group; one class was assigned as contrast group. The experimental group was taught with a self-developed ESCR 3D computer educational game. An instrument, “Concept Achievement Test of ESCR,” was developed and used for pre- and post- tests for observing the growth of concept learning. The “New Ecological Paradigm” and the “Questionnaire of Students’ Experience of the Computer Educational Game Learning” were used as post-tests for examining the effect of the effect of the computer educational game learning. Statistics methods included paired t-test, ANOVA and independent sample one-factor ANCOVA, were used for data analysis. Students’ responses related to the computer educational game were also collected and described. The findings of this study are as follows. 1. After children learned with the computer educational game, their concept of ESCR was significantly improved. 2. Gender effect was significant on how well students learned with the computer learning games. When, the pre-test score “Concept Achievement Test of ESCR” for boy and girl were between 16.31 and 23.42, there was no significant different of gender. However, when score was higher than 23.42, the concept learning outcome for girl was better than boy. On the contrast, if pre-test score was lower than 16.31, the learning concept of outcome for boy was better than girl. 3. When grouping students according to their pretest scores of “Concept Achievement Test of ESCR,” students’ learning on ESCR showed low score group learned better than those in middle and high scoring groups significantly. 4. When grouping students according to their scores in report card and used these scores as the covariate, students’ learning on ESCR showed middle and high score groups learned better than those in low scoring groups significantly. 5. The posttests of the “New Ecological Paradigm” of experimental and contrast groups, showed a significantly positive effect when students learned with the ESCR computer educational game. 6. No gender difference of learning was found when observed with the “New Ecological Paradigm” after learning with the ESCR computer educational game.