| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 106 === This study explored whether students’ performance in the test of level C technician of Chinese culinary (LCTCC) prepared using a game-based learning system PaGamO differs from the performance of students who use non-game-based online test systems. Students’ learning engagement (behavioral engagement, emotional engagement, and cognitive engagement）, test results, and metacognition were investigated. This study adopted a quasiexperimental research design. Questionnaires were used in the pretest and posttest to identify students’ learning engagement and metacognition, combined with weekly worksheet analysis of behavioral engagement, emotional engagement, and cognitive engagement, while the learning achievement component is analyzed with formal test scores. The study participants were 124 students from 4 first-year classes of a vocational high school in New Taipei City. The students were divided into experimental (n = 61) and control (n = 63) groups. The experimental group involved the use of the PaGamO game-based learning system, whereas the control group used the Chuan Hwa Online Test System of Level C Technician for Chinese Culinary developed by Chuan Hwa Book Co., Ltd. The research period spanned 8 weeks with a session of system use per week. Students in both groups could repeatedly review questions they answered wrongly according to their learning status and adjust their learning progress. The two groups differ in that the experimental group students could take territories by their correct answers to questions and teachers could assign missions to the students; if a student completed a mission, he or she will receive a reward in the game. The survey showed that the male students in the experimental group’s learning engagement was better than that of the control group. There is a significant difference between the male students in the experimental group and those in the control group regarding evaluation in metacognition, whereas no difference was observed in planning and monitoring in the metacognition. Based on the weekly worksheet, the experimental group’s mean scores of learning engagement in behaviroal, emotional, and cognitive aspects were higher than those of the control group. The male students in the experimental group’s exhibit significantly better performance in the test of LCTCC than that of the control group. The results can serve as a reference for teachers in developing research regarding online learning systems.
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