探究遊戲式形成性評量對國民小學學生學習數學之影響   免費試閱

Effects of Game-Based Formative Assessment on Elementary School Students’ Mathematics Learning

本研究旨在探究國小數學課程中利用數位遊戲模式進行形成性評量對學生學習數學的影響。本研究特別針對國小數學科分數單元，分別配合不同的教學目標，設計一套數位遊戲式學習系統。為了解遊戲式形成性評量和一般課堂形成性評量在學習成效、自我效能、認知負荷及學習態度上的差異，本研究採準實驗研究法，將學生分為兩組，實驗組使用「遊戲式形成性評量學習模式」，控制組使用「一般形成性評量學習模式」。教學設計採用三次循環，每次循環會先進行20分鐘數學分數概念的教學，再搭配5分鐘的形成性評量。三次教學循環會由淺到深介紹分數單元的學習內容。研究結果顯示，遊戲式形成性評量學習模式能顯著提升學習者的學習成效，且在學習態度方面接受遊戲式形成性評量學習模式的學生，顯著優於接受一般形成性評量學習模式的學生。而接受遊戲式形成性評量學習模式的學生之心智負荷顯著低於一般形成性評量學習模式的學生，顯示此種模式更適合學習者的需求。

This study explored the effects of using digital game-based formative assessment (GBFA) in mathematics learning in elementary school. For the fraction unit in mathematics, we developed a digital game-based formative assessment system to adapt to different teaching objectives and teaching activities. This study employed a quasi-experimental research method, dividing the participating students into two groups, namely the experimental group using the GBFA learning mode and the control group using a general formative assessment learning mode. To understand the different effects of GBFAs and general classroom formative assessments on students’ learning achievements, self-efficacies, cognitive load and learning attitude. The designed teaching process comprised three cycles, each consisting of 20 minutes of mathematics concept teaching and 5 minutes of formative assessment. Each teaching content of the three cycles was delivered in ascending order of difficulty. The results revealed that the GBFA learning mode significantly enhanced student learning achievement, and the learning attitudes of the students using the GBFA learning mode were more favorable than those of the students using the general formative assessment learning mode. Moreover, the GBFA learning mode resulted in a lower mental load on students during the learning activity than that produced by the general formative assessment learning mode, indicating that the GBFA learning mode can more effectively satisfy student learning needs.