Learning performance of gamified ethics training: The role of interpersonal relationships among learners
碩士 === 元智大學 === 經營管理碩士班(服務行銷學程) === 102 === The purposes of this research are want to understand that whether or not gamifying an ethics training program affects learner’s learning performance ? And whether or not the interpersonal relationships have impacts on group learning performances? We use ex...
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ndltd-TW-102YZU057940032019-05-15T21:23:56Z http://ndltd.ncl.edu.tw/handle/ks5d8z Learning performance of gamified ethics training: The role of interpersonal relationships among learners 遊戲化道德訓練之績效:探討組員間人際關係在學習中的影響 Ying-Hao Lu 陸映豪 碩士 元智大學 經營管理碩士班(服務行銷學程) 102 The purposes of this research are want to understand that whether or not gamifying an ethics training program affects learner’s learning performance ? And whether or not the interpersonal relationships have impacts on group learning performances? We use experiment design method for this research, totally have 208 subjects who divided into four groups that executive different moral training programs (Discussion of moral dilemmas, Role-play, Gamification and Self-learning).Then, measure the change of subject’s cognitive moral development (CMD) stage before and after the ethics training. We discover that gamified ethics training program can induce higher motivation than non-gamified ethics training programs (Discussion of moral dilemmas, Role-play and Self-learning) that Sig. = 0. 000 and all the mean difference are positive number. Compare with the learning performance, although there aren’t significant differences (Sig. = 0. 955> 0.05). Gamified ethics training program get the highest ethics scores after training (15.02 points) and the narrowest standard deviation (3.483) which mean gamification is an effective training methods. About the interpersonal relationships, there are no significant differences (Sig.=0.876 > 0.05)between high or low interpersonal relationships for learning motivation. But for learnig performance, found that the significant differences cause by interpersonal relationships interaction with learning performance(Sig.= 0. 000). The group of high level of interpersonal relationship has higher ethics scores than low level of interpersonal relationship(high interpersonal relationship = 15.57 points > low interpersonal relationship = 14.00 points). Thus, we think the existing interpersonal relationship should be considered during the implementation of ethics training. Wen-Yeh Huang 黃文曄 學位論文 ; thesis 104 en_US |
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碩士 === 元智大學 === 經營管理碩士班(服務行銷學程) === 102 === The purposes of this research are want to understand that whether or not gamifying an ethics training program affects learner’s learning performance ? And whether or not the interpersonal relationships have impacts on group learning performances? We use experiment design method for this research, totally have 208 subjects who divided into four groups that executive different moral training programs (Discussion of moral dilemmas, Role-play, Gamification and Self-learning).Then, measure the change of subject’s cognitive moral development (CMD) stage before and after the ethics training. We discover that gamified ethics training program can induce higher motivation than non-gamified ethics training programs (Discussion of moral dilemmas, Role-play and Self-learning) that Sig. = 0. 000 and all the mean difference are positive number. Compare with the learning performance, although there aren’t significant differences (Sig. = 0. 955> 0.05). Gamified ethics training program get the highest ethics scores after training (15.02 points) and the narrowest standard deviation (3.483) which mean gamification is an effective training methods.
About the interpersonal relationships, there are no significant differences (Sig.=0.876 > 0.05)between high or low interpersonal relationships for learning motivation. But for learnig performance, found that the significant differences cause by interpersonal relationships interaction with learning performance(Sig.= 0. 000). The group of high level of interpersonal relationship has higher ethics scores than low level of interpersonal relationship(high interpersonal relationship = 15.57 points > low interpersonal relationship = 14.00 points). Thus, we think the existing interpersonal relationship should be considered during the implementation of ethics training.
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Wen-Yeh Huang |
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Wen-Yeh Huang Ying-Hao Lu 陸映豪 |
author |
Ying-Hao Lu 陸映豪 |
spellingShingle |
Ying-Hao Lu 陸映豪 Learning performance of gamified ethics training: The role of interpersonal relationships among learners |
author_sort |
Ying-Hao Lu |
title |
Learning performance of gamified ethics training: The role of interpersonal relationships among learners |
title_short |
Learning performance of gamified ethics training: The role of interpersonal relationships among learners |
title_full |
Learning performance of gamified ethics training: The role of interpersonal relationships among learners |
title_fullStr |
Learning performance of gamified ethics training: The role of interpersonal relationships among learners |
title_full_unstemmed |
Learning performance of gamified ethics training: The role of interpersonal relationships among learners |
title_sort |
learning performance of gamified ethics training: the role of interpersonal relationships among learners |
url |
http://ndltd.ncl.edu.tw/handle/ks5d8z |
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