建議 - 結論與建議 - 遊戲式探索學習模式與學習型態對國小生外來種生物概念學習之影響

第五章結論與建議

第二節建議

本研究根據實驗教學與研究結果所發現之問題，提出相關建議以供自然與生活科技領域學習及未來研究之參考。

壹、自然與生活科技領域學習之建議

本研究對中自然與生活科技領域學習之建議包括(1)以數位遊戲融入5E學習環輔助自然與生活科技領域學習；(2)運用探索學習模式與遊戲式數位學習提升科技學習態度；及(3)增進學習者學習自然與生活科技領域相關概念的先備知識。分述如下：

一、以數位遊戲融入5E學習環輔助自然與生活科技領域教學

本研究應證以數位遊戲融入5E學習環進行自然與生活科技領域學習之可行性，並得知藉由投入、探究、解釋和精緻化四階段歷程所設計的5E遊戲學習活動，

能幫助學習者在解決學習任務的過程中建構知識(McFarlane, Sparrowhawk, &

Heald, 2002)，進而提升自然與生活科技領域學習概念理解。因此，若能以5E遊戲學習活動輔助自然與生活科技領域學習之課堂教學，不僅能使學習過程更富趣味性，更將能提升學習者的學習成效表現。

二、運用探索學習模式與5E遊戲學習活動提升科技學習態度

本研究結果顯示，循序式探索學習模式與3D遊戲類型之5E遊戲學習活動對於科技使用學習幫助度和滿意度皆有顯著的正向影響力。因此，若能在有效運用探索學習模式或採用5E遊戲學習活動進行遊戲式數位學習，則有助於提高學習者的科技學習態度，進而改善學習表現。

三、增進學習者學習自然與生活科技領域相關概念的先備知識

本研究結果顯示，學習者的先備知識為預測學習成效及影響學習態度的重要因素。因此，在進行5E遊戲學習活動前，若能先增進學習者的自然與生活科技領

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域相關概念先備知識，將有助於學習者在學習任務中連結新舊知識，進而提升學習者的學習成效與學習態度。

貳、對未來研究方向之建議

本研究針對未來研究方向之建議，包括：(1)研究對象之延伸；(2)教學實驗時間之延長；(3)學科領域之擴展；及(4)教學資源之限制。分述如下：

一、研究對象之延伸

基於研究上的限制，本研究僅選取新北市某國小六年級學習者為研究樣本進行教學實驗。建議未來可以將研究對象擴展至其他縣市鄉鎮、延伸至不同階段的學習者，如國中、高中等，亦能考慮增加研究樣本人數，用以提高研究的精準性與可推論性，進而瞭解其他不同學習階段的學習者對遊戲式數位學習應用於自然與生活科技領域課程上之學習成效與學習態度。

二、教學實驗時間之延長

本研究因考量人力、物力與時間等限制，教學實驗時間為四節課，一堂課40 分鐘，每班共160分鐘。本研究結果顯示在短暫的學習歷程中，遊戲式學習活動能提升學習者的學習成效與學習態度，但為避免數位遊戲的新奇效應帶來的短暫成效，建議未來可以在教學實驗的實施上延長時間，讓學習者有充裕的時間在遊戲環境中進行學習、反思及知識建構。

三、學科領域之擴展

本研究所建置之5E遊戲學習活動是以自然與生活科技領域的外來種生物概念課程為教學內容，建議未來可以推展到其他學科領域教學，並作進一步檢視及探討，以驗證5E遊戲學習活動是否適用於其他學科，進而提升研究的沿用性與準確性。

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四、教學資源之限制

有鑑於數位遊戲之執行頇在一定的電腦規格支援下才能發揮最大效益，因此，

本研究建議在研究樣本之挑選過程中，將教學實驗現場之電腦設備與遊戲執行測詴結果列入考量，以避免在進行遊戲式數位學習時造成延遲或中斷，影響學習者的知識建構與學習體驗，進而對遊戲式數位學習產生負面觀感。

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在文檔中遊戲式探索學習模式與學習型態對國小生外來種生物概念學習之影響 (頁 117-148)

建議

第五章 結論與建議

第二節 建議