結合同儕互評及心智圖於遊戲設計之學習模式對學習成就、動機與問題解決能力之影響

Effects of the Peer Assessment and Mind Map Strategies-integrated Game Design Model on Students’ Learning Achievement, Motivation, and Problem Solving

本研究嘗試結合同儕互評及心智圖做為遊戲設計之學習策略，實際應用於國小自然科學的學習活動中，進行準實驗研究。參與對象為國小六年級學童九個班級共252名，隨機分派三班82名學童實施同儕互評及心智圖遊戲設計，三班85名學童實施心智圖遊戲設計，另三班85名學童實施遊戲設計，三組學生皆接受前測、實驗處理及後測等實驗程序，並進行ANOVA，ANCOVA統計分析及訪談。實驗結果顯示，本研究提出結合同儕互評及心智圖做為遊戲設計學習策略，確實可以有效提升學生的學習成就、學習動機、問題解決能力及科技接受度，但對於心流經驗則沒有差異。訪談結果則指出，學生對於同儕互評及心智圖做為遊戲設計之學習策略均有正向之肯定，但也提出有關遊戲設計軟體的建議。

Having combined peer assessment and mind map as the learning strategies for game design, they are actually practiced in the learning activities of natural science in an elementary school. With quasi-experimental nonequivalent-control group design, total 252 G-6 pupils in nine classes are randomly assigned 82 pupils in three classes to peer assessment and mind map game design, another 85 pupils in three classes to mind map game design, and the other 85 pupils in three classes to game design. All the three groups are proceeded pretests, experiments, and post-tests for ANOVA, ANCOVA analyses. The experimental results show that the combination of peer assessment and mind map game design being the learning strategies for game design actually could effectively enhance students’ learning performance, learning motivation, and problem solving.