探討體感互動遊戲對幼兒園大班幼兒數學學習及動作技能影響之研究

The Exploration of the Influence in Gesture Interactive Game for the Mathematical Learning and Motor Skills of Kindergartners

近年來體感互動遊戲提倡以肢體動作結合數位遊戲的互動產品，逐漸運用至幼兒教學領域。由於幼兒早期學習的發展，攸關未來生活與學習，且肢體動作對於幼兒動作技能（如穩定性、操作性、移動性）的發展可加深其印象且提升學習成效。過去研究發現，動作技能與數學成績之間呈正相關性，在執行動作時能加深學習印象有助於教學內容學習。因此，本研究將運用數位遊戲式學習於體感互動遊戲，藉此提升幼兒對數學學習及動作技能的效能。本研究採用準實驗設計，為期5週，包含2個測驗、6堂課，將參加實驗的62位幼兒分為實驗組（31位使用體感互動教學）及對照組（31位使用傳統活動教學）。其結果採共變數（ANCOVA）分析，研究發現，運用體感互動遊戲可有效地提升幼兒數學學習及其動作技能的穩定性和移動性。本研究發現，使用體感互動遊戲的幼兒在動作技能和數學學習成績有明顯的提高，優於傳統活動教學的幼兒。未來可提供幼兒園教師使用體感互動遊戲教學來提升幼兒的學習成效。

In recent years, Gesture Interactive Game (GIG), the interaction of physical movement and digital games, is gradually being applied to the field of early childhood education. The development of motor skills (stability, maneuverability, mobility) of kindergartners, which can deepen children’s impression and enhance their learning effectiveness. Therefore, in this study, digital game-based learning is used to enhance children’s performance in mathematical learning and motor skills through GIG. The quasi-experimental design consisted of 2 tests and 6 lessons over 5 weeks, and the 62 students who participated in the experiment were divided into an Experimental Group (EG, 31 students using GIG), and the Control Group (CG, 31 students using traditional activities). The results were analyzed using covariance and showed that the students in EG achieved higher academic performance in terms of motor skills and mathematical learning. The results of this study provide evidence that the children who used the GIG showed significant improvement in motor skills and mathematical learning, outperforming those who were taught with traditional activities. In the future, kindergarten teachers may be able to use GIG to improve children’s learning outcomes.