遊戲化對於國小學童於線上平台學習字母拼讀法的影響 = The Impact of Gamification on Elementary School Students’ Learning of Phonics on Online Platform

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題名:
遊戲化對於國小學童於線上平台學習字母拼讀法的影響 = The Impact of Gamification on Elementary School Students’ Learning of Phonics on Online Platform
著者: 謝佳霖
國立臺南大學數位學習科技學系碩士在職專班.
主題: 字母拼讀法線上學習平台遊戲化學習成效自我調節能力學習情緒; phonics online learning platform gamification learning outcomes self-regulation abilities learning emotions
描述: 身為第一線英語教學者常察覺三年級學童在單字拼寫的掌握度不佳。若學童無法掌握字母拼讀法，並將其轉化為單字學習的工具，便會造成其單字學習的困難。本研究欲透過線上學習平台為學生提供自學的機會。然而，線上學習平台欲達到良好的學習成效，不僅需學習者高度的自我調節力，也需要教學者不斷給予學生支持和鼓勵。有鑒於此，研究者希望透過「遊戲化」機制，持續提高學生在「線上平台」的學習。本研究對象為52位國小三年級學童，以班級為單位，分為控制組和實驗組，兩組均使用Starfall Education自學平台，其中實驗組使用ClassDojo遊戲化機制鼓勵學生完成線上學習，而控制組則僅口頭提醒學生完成任務，比較兩組於學習後的「學習成效」、「自我調節能力」和「學習情緒」之差異，並進一步探討學生的自我調節能力及學習情緒與學習成效是否高度相關。本研究結果顯示，實驗組於「學習成效」、「自我調節能力」及「學習情緒」的表現均顯著優於控制組，結果證實遊戲化機制有助於提升國小三年級學生線上學習之成效，培養學生自我調節的能力，以及調節正向積極的學習情緒。依相關分析之結果顯示，學生於線上學習之學習成效與其自我調節能力有著顯著及高度正相關，而學習成效與學習情緒有著中度相關性，因此，我們得知學生在線上自主學習時，自我調節能力越高和學習情緒越積極正向，他們所獲得的學習成效也將越好。
As an English teacher, I often observe that third-grade students have poor spelling achievement. The spelling process requires students to break down the words, link the sounds to letters, and then they can spell the words correctly. However, if students cannot grasp phonics and utilize it as a tool for word learning, they will encounter difficulties in vocabulary acquisition. Hence, this research aims to provide students with self-directed learning through the online learning platform. However, in order to achieve good learning outcomes from the online learning platform, it not only requires the high self-regulation from learners but also continuous support and encouragement from teachers. In light of this, the researchers aim to enhance students’ e-learning by implementing gamification mechanism. The study includes 52 third-grade students from primary schools, divided into a control group and an experimental group at the class level. Both groups utilize the Starfall Education e-learning platform, with the experimental group using the ClassDojo gamification mechanism to incentivize students’ completion of learning tasks. The control group receives only verbal reminders to complete the tasks. The study compares the differences between the two groups in terms of “learning outcomes,” “self-regulation abilities,” and “learning emotions.” Furthermore, the study explores whether students’ self-regulation abilities and learning emotions are highly correlated with learning outcomes. The results of the study demonstrate that the experimental group performs significantly better than the control group in terms of “learning outcomes,” “self-regulation abilities,” and “learning emotions.” These findings confirm that the implementation of gamification mechanisms contributes to improving the effectiveness of online learning for third-grade students in primary schools.
It helps foster students’ self-regulation abilities and cultivate positive learning emotions. The correlation analysis shows a significant and highly positive correlation between students’ learning outcomes and their self-regulation abilities in online learning. There is also a moderate correlation between learning outcomes and learning emotions. Thus, we can conclude that students achieve better learning outcomes in online self-directed learning when they possess higher self-regulation abilities and exhibit positive learning emotions.
出版者: 碩士論文--國立臺南大學數位學習科技學系碩士在職專班.
建立日期: 2023[民112]
格式: [8],57頁 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

遊戲化對於國小學童於線上平台學習字母拼讀法的影響 = The Impact of Gamification on Elementary School Students’ Learning of Phonics on Online Platform

謝佳霖國立臺南大學數位學習科技學系碩士在職專班. 2023[民112]

正在檢索遠程資料庫，請稍等

遊戲化對於國小學童於線上平台學習字母拼讀法的影響 = The Impact of Gamification on Elementary School Students’ Learning of Phonics on Online Platform

謝佳霖 國立臺南大學 數位學習科技學系碩士在職專班. 2023[民112]

正在檢索遠程資料庫，請稍等

謝佳霖國立臺南大學數位學習科技學系碩士在職專班. 2023[民112]