The Influence of Game Involvement and Learning Style on Learning Effects for the Seventh Graders.

• Main Author: 江若萍
• Other Authors: 林素華
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/88979259463030299810

碩士 === 國立彰化師範大學 === 生物學系 === 102 === This research arims at the unit ” the human endocrine system “ to explore the influence of serious game involvement and learning style on learning effects and memory retention. The objects of this study are the junior high school students of seventh grade. There are two independent vatiables. One is the serious game involvement, including traditional instruction group (two classes), simulative serious game group (two classes), and serious game group (two classes), and the other one is learning style advanced by Kolb in 1985, including information-perceiving and information-processing. The dependent variables are learning effects and memory retention, adopted the results of Post-test in Unit Achievement Test, Procrastinating Test, and Long-term Procrastinating Test. The data is analyzed by Tow-Way ANCOVA to survey the interaction between the factors, and then analyzed by One-Way ANCOVA to suderstand the differents of learning effects and memory retention after unit instruction, assisting in qualitative material, collected by semi-structured interviews with stimulated recall. The covariances are Pre-test in Unit Achievement Test and Biological Unit Achievement Test. The conclutions of this study are summarized as follow: 1. In the distinction of information-perceiving, the seventh graders prefer to get concrete experience by feeling. 2. In the distinction of information-processing, the seventh graders prefer to transform the experience by thinking. 3. The most of the learning style of the seventh graders is accommodator. 4. There is no significant interaction between information-perceiving and serious game involvement at learning effects and memory retention. 5. There is significant interaction between information-processing and serious game involvement at learning effects and memory retention. : Learning by doing is significantly better than learning by watching. 6. There is significant difference between the distinct game involvement at learning effects and memory retention. : Serious game group is significantly better than simulative serious game group and tranditional instruction group. 7. Information-perceiving and information-processing are no significant influence on the unit learning effects of the human endocrine system. 8. The fighting game is necessary to serious game. According to above, learning the human endocrine system through serious game is significantly positive influence to seventh graders’ learning effects and memory retention. The fighting game could provide effective support on congnitive structure. Key words: learning effect, learning style, serious game