基於動機理論結合桌遊學習模式對學生數學科幾何概念的影響

Effects of a Motivation Theory-based Board Game Model on Students’ Learning Performances in an Elementary School Mathematics Course

此研究基於動機理論結合桌遊學習模式融入學生學習數學科幾何圖形，透過ARCS動機理論來設計引導提示機制的數學幾何的桌上遊戲，在遊戲的過程中，給予學生複習及加深數學幾何概念的機會。研究設計採取準實驗設計，來比較在ARCS動機理論為基礎下「學習引導提示機制於桌上遊戲式學習」及「傳統教師引導遊戲式學習」兩種不同教學模式。研究結果顯示，使用學習引導提示機制於桌上遊戲式學習確實能提升學生的學習動機，進而增加學習成效。

The motivation theory-based board game model l is integrated into students’ learning of geometric in mathematics. The board game model for mathematical geometry is designed the guidance and prompt mechanism through ARCS theory of motivation. It allows the students reviewing and deepening the mathematical concept of geometry in the gaming process. Quasi-Experimental Design is applied to compare the teaching models of “board game model learning with learning guidance and prompt mechanism” and “traditional teacher-guided game-based learning”, based on ARCS theory of motivation. The research results reveal that the use of the board game model learning with learning guidance and prompt mechanism could actually promote students’ learning motivation and further enhance the learning effectiveness.