情境手遊教材導入儀器分析課程提升學習成效之研究

Abstract

本研究主要在設計儀器分析遊戲教學手遊教材，並探討遊戲教學法理念在儀器分析課程上對大學四年級學生在學習參與及學習成效上之影響．本研究使用同一班學生，以時間作為分組基準，於期中考前之課程為控制組，期中考後至期末為實驗組，為相同研究對象於不同課程單元下搭配傳統教學或電玩遊戲教學教材於學習成效之影響。儀器分析課程中導入一個以教育為目的的情境手遊 (遊戲教學電玩)「波長大戰官能基」來提升學習成效。傳統教學上是以教師為中心的學習環境，學生是屬於被動地接受知識，但於課程中加入遊戲教學電玩，進而轉變為以學生為中心的學習環境，在這種環境中學生更加地積極參與和投入，並在課堂中頻繁地與教師、同儕之間互相討論與互動，教師的角色從知識來源者轉變為知識獲取過程的促進者。另外，遊戲教學電玩幫助學生在學習時更能投入其中和激發對課程的興趣，研究發現以手遊教材輔助教學對於學習成效（成績）沒有顯著影響，但對於學習動機有顯著加強之效果． This research mainly focuses on the application of educational video games to explore the influence in the instrumental analysis course on the learning participation and learning effectiveness. In this study, senior university students are divided into control and experimental groups based on time periods. The time periods between the semester beginning and the mid-term exam is recognized as control group, and the experimental group is defined as the time period between the mid-term exam to the end. In the instrumental analysis course, a situational mobile game called "Wavelength Warfare Chemical Functional Group" was developed and introduced into class to improve the learning effect. Traditional teaching is a teacher-centered learning environment, in which students passively receive knowledge. When video game was added to the curriculum, the situation transformed into a student-centered learning environment. Students were more actively involved in, and more discussions were observed. In addition, game helped students to be more engaged in learning. The study found that the use of mobile game teaching materials to assist teaching has no significant impact on learning outcomes (grade, performance), but it has a significant effect on enhancing learning motivation.