A Study of the Effect of Learning Styles toward Junior High School Students' Performance on Music Rhythm

• Main Authors: LIN,YU-LIEN, 林雨蓮
• Other Authors: LO,JIA-JIUNN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4y6tda

碩士 === 中華大學 === 資訊管理學系 === 105 === This study aims to explore whether or not the game performances of individuals with varied learning styles show differences in Taiko drum percussion music rhythm games, whether or not there are differences in game performance in terms of whether or not they have any experience playing various types of games, whether or not the game performances of individuals with different types of instrument learning experience show differences, and differences in the game attitude of individuals with different learning styles and their game attitude in different difficulty levels. The Questionnaire of VAK Learning Style, the “Taiko Percussion Music Rhythm Game: Taiko Master”, the Questionnaire of Basic Information, and the Questionnaire of Game Attitude were adopted as tools for the research experiment conducted in a span of four weeks. Second-year students from an anonymous junior high school were adopted as research samples in this study, 289 in total. Required sample data was obtained through game experiment operations and questionnaire surveys. The research results and findings are summarized as follows: 1. The game performances of individuals with varied learning styles in Taiko drum percussion music rhythm games in different difficulty levels: The level clearance rate, average game score, and hit rate show no significant differences. 2. The game performances in Taiko drum percussion music rhythm games of individuals with or without any experience playing various type of games: The level clearance rate show no significant differences; the average game score in the first and second level of music games, simulation games, strategic games, and shooting games reached significant standards, and the mean of the game scores in music games showed significant standards in three levels; the average hit rate of the first level of music games, simulation games, and strategic games reached significant standards, and the music games and strategic games also reached significant standards in the second and third level. 3. The game performances of individuals with varied instrument learning experiences in Taiko drum percussion music rhythm games in different difficulty levels: The level clearance rate, the average game score, and the hit rate show no significant differences. 4. For individuals with varied types of learning styles, the means of respective dimensions of game attitude in the first and second level of Taiko percussion music rhythm games show no significant differences; the means of visual responses, motor responses, interference factors, and other dimensions in the third level show no significant differences. The audio responses reach significant standards, indicating the existence of significant differences. 5. The comparison of game attitudes in levels with different difficulty levels: The audio responses dimension and interference factors dimension show no significant differences in the three levels, the first level of the visual responses dimension is significantly higher than that of the second level, the first level is significantly higher than the third level, and the second and third level show no differences. Motor responses dimension showed significant standards between three levels. Keywords: music rhythm game, game attitude, VAK learning style