性別對於科技融入立體書的歷史學習成效與心流之研究

History Learning Achievement and Flow Experience on the Genders for Technology Integration into Pop-Up Book

搭配不同的學習方式，學習亦會產生不同的變化。若能結合多元的學習方式，讓學習變得多元，對學習者可能會觸發不同的效應。然而，遊戲式學習能提升學習成效、引發學習動機，但目前顯少有相關研究將數位遊戲結合立體書進行學習，因此，本研究以立體書、近場通訊及手持裝置建置桅杆之夢數位遊戲學習，學習者透過近場通訊連結立體書及數位遊戲之間的關聯性，搭配各關卡不同模式的遊戲型態，進行十七世紀荷西時期史地歷史知識的學習。為了解學習者在學習過程的成效及狀態，藉由測驗及心流經驗問卷，探討不同性別的學習者對於本研究之遊戲設計的看法，以及各關卡學習者心流狀態的變化。研究結果發現，透過桅杆之夢遊戲學習能有效提升學習成效，其中女生的學習成效優於男生；再者，男生的數位遊戲經驗比女生多，心流經驗可能會因學習者的先備經驗而影響當下的心流狀態，關卡的掌控程度是男生優於女生。在挑戰性的部分，也會因為男、女生的差異而產生不一樣的結果，而此結果亦可當作未來設計遊戲的參考依據之一。

Difference learning mode made a big difference in the learning process. If difference can be combined into multi learning environment, the learner would trigger difference effectiveness. In recent year, few researches implemented pop-up book in learning environment. So, in this study implemented pop-up book, near-field communication (NFC), hand-on device into digital game-based learning system. The system is used to learning history and geography in the seventeenth century age of discovery with the difference game mode in each stage. To ensure the status of learning process, flow experience questionnaire was used to understand the learners thinking and flow experience change in difference stage. Otherwise, under the same condition, flow experience was one of discuss issues in gender difference. In the result, the system can improve learning achievement. Especially, learning achievement of the female is significantly better than the male. Then, flow experience would be affected on difference prior experience. According to digital game-based learning experience, male was more than female. Then, the male also better than female on gun control and the stage control level, too. The situation between genders, different also arises on advantage aspect. Finally, the result of this study can be used on digital game-based learning environment design in future.