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遊戲式網路學習在「物質變化」單元之應用研究

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圖 1 研究方法
圖 3  遊戲式學習學習內容的呈現
表 1  實驗組與控制組前測成績之 t 檢定結果  組別  人數  平均分數  標準差  df t p  實驗組  111 48.29  15.83  222  -.721 .391  控制組  113 49.73  14.17  p>0.05 無顯著差異    (二)實驗組與控制組之學習成效分析  實驗組與控制組兩組學生在成績進步幅度方面,實驗組成績進步幅度的平均 數明顯的比控制組高,擬先以兩組的後測成績減前測成績作獨立樣本的 t 檢定, 由表 2 的分析結果顯示,p 值為 0.004 小於 0.05,達
表 3 依認知型態比較實驗組與控制組的學習成效表  認知形態  組別  平均進步分數  SD df  t  p  實驗組(n=30)  43.33 16.68  場地獨立  控制組(n=29)  26.90 26.34  57 2.87 .006*  實驗組(n=26)  50.00 15.23  場地依賴  控制組(n=32)  35.00 18.32  56 3.34 .610  * p<0.05  達顯著差異  實驗組場地獨立學生學習成效(平均 43.33 分)顯然高於控制組(平均 26.90 分),
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