以主題式桌上遊戲改善離島校區微生物學之學習動機與成效

Abstract

因離島分校交通不便，整學期微生物學須集中講授，冗長講課斲傷學習動機與興趣，故本研究試圖導入微生物學相關桌遊，以提高學生學習動機與成效。本研究以ETDG桌遊評鑑方法篩選出三種桌遊於學期初導入，以前後測方式驗證桌遊教學學習成效，錄影上課過程瞭解學習氛圍，以課堂外使用桌遊的次數量化自主學習的動機，並在期末訪談學生輔以ARCS問卷量化學生的學習興趣、學習目標相關性、信心與回饋報償程度。研究結果發現，導入桌遊後，課堂氛圍明顯活潑熱烈；課堂外使用桌遊的自主學習除一組未紀錄外，其餘六組至少有一次且最高達22次的練習記錄，明顯高於正課時間；ARCS的問卷結果顯示，三款桌遊均有80%以上的正面評價，其中，合作類型的瘟疫危機讓學生產生最高的學習自信心，而需要大量構思策略並攻防的Viral則最能激發學生的學習興趣與專注。期初期末的測驗分數亦從平均55.9明顯改善至62.6分；最後受訪學生均認同桌遊有助於改善學習氛圍與意願，且增進與同儕之間的協調溝通，缺點則為桌遊與正課的時間分配可進一步改善。從學生的回饋中可確知，導入主題式桌遊後，大幅改善離島長時間上課的沈悶氛圍、提高課內外學習動機與測驗分數。相信本教學結果與模式未來可提供給相似教學困境之教師應用。

Due to the geographic barrier, microbiology must be taught within a few weeks, which harms learning motivation and interests. We attempted to address this issue by introducing three microbiological board games after assessing with Evaluation of Table Games Design (ETGD) forms. The validation methods include paper-based exams before and after the application of board games to determine performance improvement, recordings of student activity in class, records of the uses of board games outside the course, and interviews with students along with an ARCS questionnaire to evaluate the learning interest, relevance, confidence, and satisfaction. Our results indicate that the atmosphere during classes was more enthusiastic; the frequency of using board games to review microbiological concepts was averagely higher, spending more time than they were in the class. The ARCS data reveal that all three board games received more than 80% of positive reviews from all students. The cooperative-oriented game, Pandemic, gave students the most confidence, and the strategy-type game, Viral, remarkably triggered their interest and drew their attention. As a result, their testing score improved from 55.9 to 62.6. Finally, the overall feedbacks from students point out that the introduction of board games benefited learning and enhanced peer interaction. Still, the time ratio between lessons and board games could have been adjusted. To sum up, the thematic board games could ameliorate the class atmosphere and elevate learning motivation and performance, and others who encounter a similar teaching predicament can reference the results obtained from this study.