跳到主要內容

簡易檢索 / 詳目顯示

研究生: 張弘典
Hung-tien Chang
論文名稱: 能源小蜜蜂:以數位遊戲式學習輔助能源教育
Beenergy: a Game-based Learning on Energy Education.
指導教授: 楊接期
Jie-Chi Yang
口試委員:
學位類別: 碩士
Master
系所名稱: 資訊電機學院 - 網路學習科技研究所
Graduate Institute of Network Learning Technology
畢業學年度: 96
語文別: 中文
論文頁數: 81
中文關鍵詞: 學習動機數位遊戲式學習節能教育能源教育
外文關鍵詞: Energy Education, Digital Game-Based, Energy Conservation Education
相關次數: 點閱:13下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 過去研究顯示,我國能源教育的雖然內容豐富而多元,然而編排則多零
    星分散於各章節以致於整體教學效果並沒有實際反映在能源消耗上。雖然能
    源教育已經實施多年,學生在知識性的素養上雖然有提升,但是能源態度的
    培養上則未達相對明顯的效果。本研究提出一個情境式學習結合數位遊戲式
    學習的學習模式觀點並依此實作開發一套數位學習遊戲-能源小蜜蜂,詴圖用
    此學習模式將能源教育的靜態的學習知識活化成為能真實切身相關的議題,
    並使學習者的學習動機能有所提升。實驗中以實驗研究法中的單組前後測以
    及單組後測,求得學習者在能源議題的意識、學習動機、系統評鑑等不同方
    面的結果。經分析問卷、錄影遊戲過程中的行為之後,得出結論如下:
    1.本數位遊戲式學習系統的確有助於提升學習者的動機
    2.本數位遊戲式學習系統有助於提昇能源議題的能源意識


    Recent studies on energy education reveal that the textbooks about energy
    education domain are abundance in Taiwan, but the energy education subjects are
    usually distributed over textbooks of various subject domains so that the whole effect
    upon energy conservation is not meet the corresponding result. The energy education
    has been implemented in Taiwan for years, students'' knowledge of energy has been
    promoted, but the promotion of the active attitude has not reach a corresponding
    level.
    In this study, we proposed a new learning model, which combines the notations
    of situated learning and digital game-based learning. The new model was employed
    to develop a digital learning game – Beenergy. We try to use this digital learning
    game to have the “static” knowledge about energy become active and become
    relevant and promote learners’ motivation toward learning. An authentic experiment
    was also conducted to examine if the project mentioned above did effectively meet
    the aim of this study. What we learned from this study is as follow:
    1. The game can help learners to facilitate their motivation.
    2. The game can help learners to facilitate the awareness of the energy subject.

    目錄 圖目錄 ............................................................................................................................................................ VI 表目錄 ........................................................................................................................................................... VII 第一章 緒論 ................................................................................................................................................ 1 1.1 研究背景與動機 ............................................................................................................................. 1 1.2 研究目的 ......................................................................................................................................... 3 1.3 研究流程 ......................................................................................................................................... 4 1.4 研究範圍及可能之限制 .................................................................................................................. 4 1.5 論文架構 ......................................................................................................................................... 5 第二章 文獻探討 ......................................................................................................................................... 6 2.1 能源教育與能源態度 ...................................................................................................................... 6 2.1.1 能源教育的意涵 ......................................................................................................................... 6 2.1.2 能源教育的態度理論 .................................................................................................................. 8 2.1.3 其他推廣措施-節能標章 .........................................................................................................10 2.2 數位遊戲式學習 ............................................................................................................................12 2.2.1 數位遊戲為何引貣動機及其特性 .............................................................................................12 2.2.2 動機設計模型 ............................................................................................................................14 2.2.3 數位遊戲系統的設計方式 .........................................................................................................15 2.2.4 數位遊戲的運作模式 .................................................................................................................16 2.3 情境式學習 ....................................................................................................................................18 第三章 活動設計與系統實作 .....................................................................................................................20 3.1 活動設計 ........................................................................................................................................20 3.1.1 活動內容 ....................................................................................................................................20 3.1.2 活動流程 ....................................................................................................................................24 3.1.3 能源小蜜蜂遊戲使用之軟硬體及相關技術 ..............................................................................26 3.2 系統設計理念 ................................................................................................................................27 3.2.1 理論架構 ....................................................................................................................................27 3.2.2 系統設計的理論整合 .................................................................................................................28 3.3 系統軟硬體模組架構 .....................................................................................................................33 3.4 系統介面與功能 ............................................................................................................................35 第四章 實驗與討論 ....................................................................................................................................40 4.1 實驗方法 ........................................................................................................................................40 4.1.1 實驗目的 ....................................................................................................................................40 4.1.2 實驗工具 ....................................................................................................................................40 4.1.3 實驗對象 ....................................................................................................................................41 4.1.4 實驗流程 ....................................................................................................................................42 4.1.5 實驗環境設定 ............................................................................................................................42 4.2 結果與討論 ....................................................................................................................................43 4.2.1 問卷資料分析 ............................................................................................................................43 4.2.2 錄影資料分析與探討 .................................................................................................................50 4.2.2 遊戲行為紀錄分析與探討 .........................................................................................................53 第五章 結論與未來工作 ............................................................................................................................55 5.1 研究結論 ........................................................................................................................................55 5.2 研究貢獻 ........................................................................................................................................56 5.3 未來工作 ........................................................................................................................................56 參考文獻........................................................................................................................................................58 附件一 遊戲資源 .........................................................................................................................................63 附件二 能源意識問卷-前測 .........................................................................................................................69 附件三 能源意識問卷-後測 .........................................................................................................................70 附件四 ARCS 與系統評鑑問卷 ...................................................................................................................71

    中文部分
    于正雯 (民93)。角色扮演於電腦教學遊戲之研究-以五上社會科台灣的自然環境單元為例。
    國立中山大學海洋環境及工程學系研究所碩士論文。
    台灣自來水公司網站 http://www.water.gov.tw
    台灣綠色學校 夥伴網路網站 http://www.greenschool.org.tw
    田振榮(民 82)。 國民小學如何推動能源教育。高中、職能源教育教材研習會會議手冊,
    16-33。台北市:經濟部能源委員會。
    行政院環境保護署 綠色生活資訊網 http://greenliving.epa.gov.tw
    吳天貴(民 95)。建置一個數位遊戲式學習系統以促進能源教育之學習動機及自我覺知。國
    立中央大學網路學習科技研究所碩士論文。
    吳京一 (民 86)。中小學能源教育的現況調查。師大學報,42,1-12。
    李文瑞(民 79)。介紹激發學習動機的阿課思(ARCS)─模式教學策略。台灣教育 79, 22-24。
    林思伶(民 82)。激勵學生學習動機的教學策略─約翰‧凱勒(John. M .Keller)阿課思模式的
    應用。視聽教育雙月刊,34(5),45-53 頁。
    邱貴發(民 85)。情境學習理念與電腦輔助學習-學習社群理念探討。台北市:師大書苑。
    邱貴發、鐘邦友(民 82)。情境學習理論與電腦輔助學習軟體設計。台灣教育,510,23-29。
    洪榮昭、劉明洲 (民 71)。電腦輔助教學之設計原理與應用。台北:師大書苑。
    涂重敬(民 91)。高雄市國中自然與生活科技教師能源教育教學現況與能源態度之研究。國
    立高雄師範大學工藝教育研究所碩士論文。
    翁永進、張惠如、翁永春(民 96)。生活科技教育月刊,四十卷,第一期。
    張靜儀(民 94)。國小自然科教學個案研究─以 ARCS 動機模式解析。科學教育學刊,13(2),
    191-216。
    許志義、趙志凌、曹嬿恆、黃玉絹 (民 84)。日本與美國能源政策及其成效之比較研究。
    行政院研究發展考核委員會。
    陳益和(民 92)。青少年能源教育數位學習之研究。國立高雄應用科技大學電機工程系碩士
    班碩士論文。
    陳瑩如(民 83)。我國國中應屆畢業生節約能源態度與居家能源使用行為關係之研究。國立
    彰化師範大學工業教育研究所碩士論文。
    游光照(民 93)。中部地區國小教師能源認知與能源態度之研究。國立彰化師範大學工業教
    育學系教學碩士班碩士論文。
    程金保,商育滿(民 96)。從日本的環境教育省思。經濟部能源局能源報導,民 96 年 1 月。34。
    程金保、商育滿、胡開惠(民 97)。能源教育大不同-以歐美為例探討國內外推行能源教育
    之差異。經濟部能源局能源報導,民 97 年 5 月。32。
    雅虎奇摩 綠生活 http://tw.green.charity.yahoo.com
    黃惠雪 (民 87)。非正式能源教育環境對提升國小學生能源態度成效之研究。國立彰化師
    範大學工業教育學系碩士論文。
    黃筱琳(民 87)。高雄市中學生能源認知與態度之研究。國立高雄師範大學工業科技教育學
    系碩士論文。
    楊接信(民 91)。新竹縣中等學校學生能源認知與態度之研究。國立高雄師範大學工業科技
    教育學系碩士論文。
    楊惠貞(民 82)。我國與美日能源教育課程之比較研究。國立台灣師範大學工業教育研究所
    碩士論文。
    經濟部能源局節能園區全球資訊網 http://www.energypark.org.tw
    酷台灣 Cool Taiwan http://www.envi.org.tw/cooltaiwan/index.html
    劉秀瓊(民 83)。我國與美、日能源教育之推動概況及比較。今日經濟,324,27-30。
    劉崇武(民 96)。高雄縣國小高年級學生能源認知與能源態度之研究。高雄師範大學工業科
    技教育學系碩士論文。
    劉瑞圓(民 83)。國中學生能源知識與態度之研究。國立高雄師範大學工業科技教育學系碩
    士論文。
    鄭一青、許芳菊。(民 85)。開啟教育的藍天。天下雜誌,1 8 1,2 3 4 - 2 3 8。
    賴淑玲(民 86)。教學策略相關研究之探討:以 ARCS 動機模式為架構。教學科技與媒體,
    26,36-46 頁。
    環境品質文教基金會 http://www.envi.org.tw
    羅新衡,高紹惠。由生活中減少 CO2 排放。工業技術研究院能源與環境研究所產業節能技
    術研究與推廣室。無日期。
    嚴萬璋(民 90)。國際能源效率標章與標準推動措施。工研院能資所。
    蘇郁雯(民 91)。發展情境式資料處理科教材教法之教學網站-以認知學徒制為架構。國立
    彰化師範大學商業教育學系碩士論文。
    鐘邦友(民 89)。以情境學習為觀點的統整課程設計。北縣教育,30,32-37。
    英文部分
    Allen, C. T. (1982). Self-perception based strategies for stimulating energy conservation. The
    Journal of Consumer Research, 8(4), 381-390.
    Asgari, M., & Kaufman, D. (2004). Relationships Among Computer Games, Fantasy, and
    Learning. Proceedcings of the 2nd International Conference on Imagination and Education.
    Becker, K. (2005). How are games educational? Learning theories embodied in games. in DiGRA
    2005 Conference. 2005. Burnaby, Canada.
    Brown, J.S., Collins, A., & Duguid, P. (1989). Situated Cognition and the culture of learning.
    Educational Researcher, 18(1), 32-42.
    Chen, Z-H., Deng, Y-C., Chou, C-Y. & Chan, T-W. (2005). Motivating Learners by Nurturing
    Animal Companions: My Pet and Our-Pet. In C-K. Looi, G. McCalla, B. Bredeweg & J.
    Breuker (eds), Artificial Intelligence in Education, Amsterdam: IOS Press, 136-143.
    Choi, J. & Hannafin, M.(1995). Situated cognition and learning environments: roles, structures,
    and implications for design. Educational Technology Research and Development, 1995,
    43(2).
    Clancey, W. J. (1995). A tutorial on situated learning. In J. Self, (Eds.) Proceedings of the
    International Conference on Computers and Education. Charlottesville, (40-70), VA:AACE.
    Collins, A. (1989). Cognitive apprenticeship and instructional technology. Technical report No.
    474. Center for the Study of Reading. University of Illinois at Urbana. Champaign.
    Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New Yourk: Harper
    Perennial.
    Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and
    practice model. Simulation and Gaming, 33(4), 441-467.
    Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy? ACM
    Computers in Entertainment, 1(1), 1-4.
    Gee, J. P. (2004). Learning by design: Game as learning machines. Interactive Educational
    Multimedia, (8), 15-23.
    Gee, J. P. (2005). Game-Like Learning: An Example of Situated Learning and Implications for
    Opportunity to Learn.
    http://www.academiccolab.org/resources/documents/Game-Like Learning.rev.pdf
    Greenfield, P. (1984). The effects of television, computers and video games. 1984, London:
    Fontana
    Gunter, A. G., Kenny, F. R., & Vick, H. E. (2006). A Case for a Formal Design Paradigm for Serious Games. iDMAa and IMS conference.
    Henson, R. K.(2001). Understanding Internal Consistency Reliability Estimates: A Conceptual
    Primer on Coefficient Alpha. Measurement and Evaluation in Counseling and Development,
    Vol. 34, No. 3, 2001, pp. 177-189.
    Hsiao, Hui-Chun. (2007). A Brief Review of Digital Games and Learning. Paper appears in: the
    First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced
    Learning(DIGITEL 2007), Jhongli, Taiwan.
    Kattenbelt, C. and J. Raessens.(2003). Computer games and the complexity of experience. in
    DiGRA 2003 Level Up Conference. 2003. Utrecht, Netherlands: Digital Games Research
    Association.
    Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth(Ed.), Instructional
    design theories and models: An overview of their current status, 384-434.
    Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw &
    A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and
    Career Updating. London: Kogan Page.
    Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of
    Instructional Development, 10(3), 2-10.
    Kiili, K. (2004). Digital game-based learning: Towards an experiential gaming model. Internet
    and Higher Education, 8, 13-24.
    Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Combridge,
    NY: Combridge University Press.
    Malone, T. (1980). What makes things fun to learn?: A study of intrinsically motivating computer
    games 1980, Palo Alto, CA: Palo Alto Research Center.
    McLellan H. (1996). Situated learning: multiple perspectives. In McLellan, H., (Eds), Situated
    Learning Perspectives, Englewood Cliffs, N.J.: Educational Technology Publications, pp.
    5-17, 1996.
    McLellan, H. (1993). Evaluation in situated learning environment. Educational Technology, 33(3),
    39-45.
    Moore, J. L., Lin X., Schwartz, D. T., Campbell, O., Hmelo, C., & Cognitive and Technology
    Group at Vanderbilt (1994). The relationship between situated cognition and anchored
    instruction: a response to trips. Educational Technology, 34(10), 28-32.
    Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill.
    Prensky, M. (2003). Digital game-based learning. Computer in Entertainment (CIE), 1(1), 21-21.
    Reeves, T. C. (1993). Evaluating interactive multimedia. In D. M. Gayeski (Ed.), Multimedia for
    learning, application, evaluation (pp.97-112). Englewood Cliffs, NJ: Educational
    Technology Publications.
    Siang, A. C., & Rao, R. K. (2003). Theories of Learning: A Computer Game Perspective.
    Proceedings of the IEEE Fifth International Symposium on Multimedia Software
    Engineering (ISMSE’03).
    Thomas, S., Schott, G., & Kambouri, M. (2003). Designing for Learning or Designing for Fun?
    Setting Usability Guidelines for Mobile Educational Games. Proceedings of MLEARN 2003.
    Umetsu,T., Hirashima,T., Takeuchi,A. (2002). Fusion Method for Designing Computer-Based
    Learning Game, icce, p. 124, 2002 International Conference on Computers in Education
    (ICCE''02), 2002.
    Winn, W. (1993). Instructional Design and Situated Learning: Paradox or Partneship?.
    Educational Technology, 33(3), 16-21.
    Zurita, G., Nussbaum, M., & Shaples, M. (2003). Encouraging Face-to-Face Collaborative
    Learning through the Use of Handheld Computers in the Classroom In L. Chittaro (Ed.),
    Fifth International Symposium on Human Computer Interaction with Mobile Devices and
    Services, 193-208

    QR CODE
    :::