Journal of Management & Operations March 2011, Number 4, pp. 37-63
Investigation into Teaching and Learning Results of
the Game-based Teaching Materials for
Infectious Disease Prevention
Pao-Hwa Chan, Weigh-Jen Chen, Pei-Hsiu Wu, Tien-Lung Tasi
Abstract
The purpose of this study is to investigate the teaching and learning outcomes based on the special-designed materials for infectious disease prevention. The study applied two game-based compact disks developed by National Science and Technology Museum and Centers for Disease Control as the teaching media and the digital learning assistance tool to achieve the goal of improving the teaching effectiveness. The questionnaire for students was properly designed to expose the results and was employed to examine a total of 2,153 students from preschools to junior high schools in administer- ative areas of Kaohsiung and Pingtung. Based on the research goals, the students were divided into two groups, including an experimental group and a control group, to measure the teaching and learning results of Influenza, Enterovirus, Dengue Fever, Tuberculosis, and AIDS. The data were analyzed with approaches of MANOVA and SEM to discover the existence of significant difference between two groups concerning the utilization of the game-based compact disks. Based on the findings of this study, suggestions were made for enhancing the teaching effectiveness to provide excellent understanding of infectious disease prevention.
Keywords: Infectious disease prevention, game-based teaching
materials, teaching and leaning results
壹、前言
隨著資訊科技日新月異與網際網路蓬勃發展，多媒體應用融入教學 蔚為學習風潮。諸如，數位圖書、電子白板、互動網站、虛擬教室，類 型增加與更新之速度，令人目不暇給。是以植基網際網路為架構、運用 動畫圖文為元素、搭配數位科技為媒介、結合互動機制為導引之模式， 讓學習環境更精采多姿、學習歷程更引人入勝，亦促使同步與非同步數 位學習更具吸引力。易言之，知識經濟時代數位科技與網際網路蓬勃發 展 ， 衍 生 能 夠 突 破 時 空 束 縛 與 傳 遞 多 元 知 識 內 容 之 數 位 學 習 （e-learning），致使各種知能可以結合 3E（education, entertainment, electronic equipment）模式進行有效率地學習。梁朝雲、鄭時雨、楊郁 芬（2006）指出，遊戲元素導入數位學習內容設計時，學習者在學習過 程中參與性和持續性都有提昇之傾向。所以運用遊戲為元件，融合教學 設計與知能學習，在操作介面與感官知覺上提高使用意願，讓學生寓教 於樂，對學習效果將有更大助益。因此，優良之數位學習教材應該在教 材內容篩選、學習導引強化、教學課程設計及數位媒體應用等四個層 面，皆須周延規劃以期能達到預期之學習效果（數位學習國家型科技計 劃品質認證中心，2006；Ebner & Holzinger, 2007）。此一特色，不僅能提昇學習效果，亦能強化問題解決能力。
二、教學成效評估
程。事實上，多媒體數位教學模式徹底改變傳統教導與學習方式，不僅 能促進多元化教學與合作學習，更能提供學習者控制學習過程與複習學 習內容，讓學習者感覺教學教材及活動深具意義且可有效利用（蔡福 興、游光昭、蕭顯勝，2008；PLS RAMBOLL Management, 2004）。因 此，在多媒體教學活動中，教師必須扮演知識建構之觸媒轉化劑，以引 導學習者進行學習建構，並督促學習者自主性參與學習之行為，幫助其 有效達成學習目標。
（三）學習評估模式
美國管理協會（American Management Association）之訓練發展體 系評核表中明確顯示，訓練學習成效評估應注意六項原則，包括目標相 符、協同一致、長期持續、具體評估、自我檢核、以及建立規範（黃臺 生、任可怡，1995；資策會教育訓練處講師群，2003）。而常見之評估 模式有IPO 學習評估模式與 Kirkpatrick 學習評估模式，依序簡述如下：
1、IPO 學習評估模式
綜合而言，「鯨魚島傳奇」與「玫瑰進行曲」兩款傳染病防治教育 遊戲教材有助於針對新流感、登革熱、腸病毒、結核病、愛滋病等五種 疾病之教學成效，由表5 至表 9 可知，教師使用傳染病防治遊戲教材教 學，對不同學習階段與性別之學童皆有顯著效果。 由Kirkpatrick 學習評估模式進一步分析可知，教學使用傳染病防治 遊戲教材光碟對學習成效具有正向影響，亦即藉由動畫與遊戲元素詮釋 疾病之傳染途徑、預防治療及如何養成正確生活習慣，對不同學習階段 與性別之學童而言，皆可改變其態度、增進其知識或知能。易言之，研 究結果證實，運用融合數位化資訊、電腦化媒介或網路化傳遞之多媒體 教材做為教學工具可更優化自我知識建構與認知歷程。
三、傳染病防治遊戲教材光碟與防疫知能學習之關係分析
依據上述之差異分析可知，是否使用傳染病防治遊戲教材為教學工 具，對高屏地區國中小暨幼稚園學童之防疫知能存在著相當顯著之差 異，因此本研究依據前述發現，運用結構方程模式（Structural Equation Modeling, SEM）進一步探究兩者間之影響關係。就研究假設模式而言， 傳染病防治知識以新流感、登革熱、腸病毒、結核病、愛滋病等五個觀 察變項加上測量，而傳染病防治知識之學習成效亦受不同背景變項影 響，則以性別、組別、年級群組（國小低年級暨幼稚園、國小中年級、 國小高年級、國中)等六個觀察變項加以測量。 吳明隆（2006）與邱皓政（2003）皆指出，卡方值易受估計參數及 樣本數影響而容易拒絕虛無假設，故在整體模式適配度評鑑上，宜參考 其他指標。本研究之絕對適配指標呈現，GFI 與 AGFI 分別為.957 及.947，符合配適度標準；而在相對適配度指標呈現，NFI, CFI, IFI,與 RFI 分別為.952、.977、.957、.909，亦符合配適度標準。所以依據上 述適配度指標結果可知，本研究所提出之假設模型具有適合觀察值。簡建忠（1994）。訓練評鑑。臺北：五南。
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