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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Main Authors: Ying-Hao Lu, 陸映豪
Other Authors: Wen-Yeh Huang
Format: Others
Language:en_US
Online Access:http://ndltd.ncl.edu.tw/handle/ks5d8z
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spelling 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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language en_US
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description 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.
author2 Wen-Yeh Huang
author_facet 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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