悅趣化數位學習整合學習動機應用於國小五年級防災教育

傳送到

題名:
悅趣化數位學習整合學習動機應用於國小五年級防災教育
著者: 凃佳豪; Tu, Chia-hao
歐陽誾; Yin OuYang; 教育學系科技發展與傳播碩士班
主題: 防災教育; 悅趣化數位學習; 學習動機; 防災素養; disaster-prevention education; digital game-based learning; learning motivation; disaster-prevention literacy
描述: 本研究目的在探討將悅趣化數位學習整合學習動機理論應用於國小五年級防災教育，對於學生防災素養學習成效的影響。本研究採準實驗研究法之不等組前後測設計，以兩班國小五年級的學生為研究對象，一班為實驗組(23人)，接受悅趣化數位學習，另一班(23人)為對照組則進行網頁式教學。實驗期間為四週，共進行四個單元的防災教育課程。為了解學習前後不同組別學生的防災素養有何改變，研究者以「自然災害防災素養量表」對研究對象進行前、後測。另外，為瞭解實驗組學生對「悅趣化數位學習」的意見與看法以及學生課後對於本課程的學習動機之情形，學生尚需在學習後填寫「學生悅趣化數位學習意見調查表」與「防災課程學習動機量表」。本研究主要研究發現如下：一、經過「悅趣化數位學習」後，實驗組學生在「防災課程學習動機量表」中注意、相關、信心與滿足四個面向之表現皆為正向。二、經過「悅趣化數位學習」後，實驗組學生在防災素養中的「知識」與「態度」與對照組並無顯著差異，不過在防災素養之「技能」面向顯著優於對照組。三、實驗組學生對於「悅趣化數位學習」之學習內容、學習環境與系統均給予正面的肯定。
The purpose of this study was to explore the effects of digital game-based learning integrating motivation learning into disaster-prevention education on elementary students. The researcher conducted nonequivalent-control group design. The subjects were 46 fifth grade students from 2 classes. In the experimental group (composed 23 pupils), students participated in the Disaster-Prevention Education which was designed by applying digital game based learning. In the control group (composed 23 pupils), students accepted online course of disaster-prevention education. The course included 4 units and 40 minutes per unit. The whole experiment period lasted 4 weeks.In order to realize the changes of students’ literacy of disaster prevention, the “ The Disaster Prevention Test” was taken by the experimental and control groups before and after experiment.” The Scale of Learning Motivation of Disaster-Prevention Course” was used to gather students’ opinions about the learning motivation after the course. “Digital Game-based Learning Opinion Questionnaire” was used to gather students’ opinions and comments about the digital game based-learning of disaster-prevention education. The results indicated as follows:1. After participating in the course of disaster-prevention education, students in experimental group have positive comments on each part of the” Scale of Learning Motivation of Disaster-Prevention Course”.2. After participating in the course of disaster-prevention education, the disaster-prevention knowledge and attitude of the experimental group were not significantly higher than that of the control group, but the disaster-prevention skills of the experimental group was　significantly higher than that of the control group.3. Students in experimental group have positive comments on learning content, learning environment and systems about the digital game-based leaning.Keywords: disaster-prevention education, digital game-based learning, learning motivation, disaster-prevention literacy
碩士
建立日期: 2012
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1115
資源來源: NUTN IR

連結

連回原始介面

悅趣化數位學習整合學習動機應用於國小五年級防災教育

凃佳豪; Tu, Chia-hao 歐陽誾; Yin OuYang; 教育學系科技發展與傳播碩士班 2012

正在檢索遠程資料庫，請稍等