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，提出相關建議以供中小學數 學教育及未來研究之參考。
壹、中小學數學學習領域教學之建議
本研究對中小學數學學習領域教學之建議包括(1)運用體驗式遊戲策略輔助 中小學數學學習領域教學及(2)遊戲式學習活動前增進學習者的數學學習信心。各 項建議分述如下：
一、運用體驗式遊戲策略輔助中小學數學學習領域教學
為培養學習者正向的數學學習態度，並促進學習成效，使學習者能將所學數 學概念應用於日常生活中，數學教學活動應該以生活經驗為中心，並提供適合學 習者能力的學習任務，以及激發學習者興趣的學習方式(吳麗玲，2006)。而體驗 式遊戲策略就是可以讓學習者在遊戲情境中，藉由進行學習任務的遊玩歷程主動 建構知識，並能將所學知識遷移至日常生活的學習模式(Kebritchi, Hirumi, & Bai, 2002)。因此，若能以體驗式遊戲策略輔助中小學數學學習領域之課堂教學，將能 提升學習者的學習意願與動機，亦使課程更活潑有趣。例如：將數學課程中的每 個單元之練習題以體驗式遊戲策略的四步驟實施，讓學習者直接體驗數學的概念 如何在具體情境呈現，進而將經歷到的問題遷移至真實世界中。
二、遊戲式學習活動前增進學習者的數學學習信心
由研究結果發現，學習者的數學學習信心程度對於其學習成效、學習動機，
甚至是對於遊戲式數位學習的感受都有顯著的正向影響力。因此，若能在進行遊 戲式學習活動前先增進學習者的數學學習信心，相信有助於提升學習者的學習動 機，進而改善學習效果。例如：先初步說明學習內容與目標，讓學習者瞭解即將
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學習之數學概念，並活化學習者的先備知識，降低其對於數學課程的恐懼。當學 習者不畏懼學習數學，那麼他們將會願意嘗試在數位遊戲中解決數學學習任務。
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)學習者之個 別差異；及(3)實驗教學時間之延長。各項建議分述如下：
一、研究對象之延伸
本研究因為人力及時間上的考量，僅選取新北市某國中七年級學習者為研究 樣本進行實驗教學。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 年齡階段的學習者，亦能考慮增加樣本人數，用以提高研究的精準度與可推論性。
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中小學數學課程 上之學習成效和學習態度。
二、學習者之個別差異
以往已有許多研究證實學習者的個別差異對學習會有不同的影響，或許在遊 戲式數位學習中，這些因素也會產生不同的效應，因此建議未來研究可以探討學 習風格、遊戲偏好類型、社經地位、性別差異等學習者之個別差異，以瞭解遊戲 式數位學習之活動設計應考量之因素。
三、實驗教學時間之延長
本研究因考量人力、物力與時間等限制，實驗教學時間為四堂課，一堂課 45 分鐘，共 180 分鐘。研究結果顯示在短暫的學習歷程中，遊戲式學習活動能有效 提升學習者的學習成效與學習動機。然而，為了避免數位遊戲的新奇性產生之短 暫成效，建議未來可以在實驗教學的實施上延長時間，讓學習者可以有充裕的時 間在數位遊戲裡探索學習內容，更讓學習者有時間深入思考、建構知識。
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附錄二 數學學習信心量表
性別：□男 □女 班級： 座號： 姓名：
親愛的同學，你好：這份問卷是用來瞭解你平時學習數學的看法，沒有標 準答案，也不會影響你的學業成績，你可以放心地回答問題。請仔細閱讀每一 個題目，然後根據自己真正的情況和感受勾選或圈選最適切的答案。圈選題部 分1代表非常不同意、2代表不同意、3代表部分同意、4代表同意、5代表非常同 意。每題只能選擇一個選項，請不要重複或漏填，謝謝你的填答。
非 常 不 同 意
不 同 意
部 分 同 意
同 意
非 常 同 意 1. 我有一顆很會學習數學的頭腦。 1 2 3 4 5 2. 我學習數學通常能獲得良好的成效。 1 2 3 4 5 3. 我知道我有辦法處理困難的數學問題。 1 2 3 4 5 4. 我對於學習數學很有信心。 1 2 3 4 5
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