| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 101 === In this research, a survey was conducted to investigate the effect of human digestive system and the endocrine system on learning effectiveness of seventh grade students via two different teaching methods: a serious game teaching and a traditional lecture teaching. In addition, the serious game group is divided into cooperation group and non-cooperation group to study the impact on motivation and anxiety among these two groups and the traditional group. The seventh grade students in this research are from central Taiwan and randomly divided into the cooperation group of 112 students, the non-cooperative group of 95 students, and the traditional group of 99 people.
In this research, series games courses utilize a series game instructional module developed by Ching-Sheng Yand (2011) as research tools where the cooperative group packet mode use S line heterogeneous grouping. The motivation and anxiety scales are amended from Student Science Motivation Scale (Hsiao-Lin Tuan, 2007) and Chinese version Situational Trait Anxiety Inventory of Chi-Wen Liang (2006), respectively. All the test questions of learning effectiveness are done with validity.
The experimental results are analyzed using ANCOVA Analysis to examine the difference between learning achievement, learning anxiety and motivation.
The experimental data are analyzed and summarized in the following seven conclusions:
1.Combining cooperative learning with the courses of the serious game can increase students' learning achievements.
2.When blending cooperative learning into serious game courses, the cooperation group shows better performance than the traditional group in the delayed retention test.
3.Utilizing both cooperative learning and serious game courses, the cooperation groups are superior to non-cooperative groups and traditional groups in terms of high-level tests.
4.If the non-cooperative group is more familiar with the course design, it demonstrates a better performance of serious game than the traditional group in terms of the delayed retention test and high levels of cognitive tests.
5.Cooperative-learning-based serious game courses can reduce the anxiety of students.
6.Serious game courses combined with cooperative learning show insignificant difference of motivation for these three groups. However, the performance of target-oriented for the non-cooperation on group is indeed higher than that for the cooperative group.
7.Serious game enhances students' learning motivation via environmental triggers.
This research demonstrate that teachers can use the serious game of strategy teaching to enhance students' motivation and effectiveness by using images, sounds and interactive operation. Combined with cooperative learning strategies, teachers can maximize the effectiveness of a serious game and reduce the anxiety of students. In addition, this can furthermore motivate students to think more with active learning to achieve better learning outcomes.
|
|---|
