Game design strategies for students of different learning motivation and achievement of the impact - for example in vocational Introduction to Computer Science

• Main Authors: Chun-Ming Chiu, 邱俊銘
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/40882863995150768113

碩士 === 國立雲林科技大學 === 資訊管理系碩士班 === 100 === This research aims to develop the “practice-oriented game-based CAI software” and “scenario-oriented game-based CAI software,” and to explore the learning motivation and learning achievement of vocational school freshmen on the subject of “Introduction to Computer System”. This study was evidenced by the quasi-experimental research. The samples are divided into the experimental group, who worked on the “practice-oriented game-based CAI software”; while the control group, worked on the “scenario-oriented” one. Weekly, the students handed in their game records by Internet. Finally, two groups took the post-test of learning motivation and learning achievement. The learning achievement and motivation of each group were compared by the Paired-Samples T Test, and analyzed by ANCOVA to exclude the influence of pre-test, while the records were analyzed by inferential statistics. The outcomes were as followed: The pre-test and post-test on learning achievement of both groups reached a remarkable difference; however, the pre-test and post-test on learning motivation of both groups didn’t. Besides, the learning achievement and learning motivation between the two groups didn’t reach a remarkable difference. To further explore students’ technological belief to gamifacation, the researcher employed SEM (structure equation modeling) as the outcomes were : “Computer Hardware Knowledge” and teacher’s grading merits reached the remarkable level to learning motivation while the game designing software (perceived ease of use) didn’t reach the remarkable level to learning motivation. The most remarkable aspect in technological belief to learning motivation is the “perceived playfulness,” and the “perceived usefulness” was as followed, which proved the importance of gamification. After applying gamification to learning, the learning achievement rose greatly indeed. However, no matter applying the game design strategy of “scenario-oriented” or “practiced-oriented” one, and the game designing strategy reached a big difference, it didn’t reach a remarkable difference to learning achievement. Nevertheless, the “practice-oriented” design was better when it comes to game designing.