應用提示與詳解策略於數位遊戲式學習系統之研究──以高等教育作業系統課程為例

APPLYING STRATEGIES OF HINTS AND DETAILED ANSWERS IN DIGITAL GAME-BASED LEARNING TO HIGHER EDUCATION OPERATING SYSTEMS

研究目的：過去的研究指出，遊戲式學習能讓學生透過玩遊戲的方式提高學習動機及改善學習成就，藉此達成學習目標。因此不少教師嘗試將課程內容加入遊戲元素，提高學生對於課程內容的興趣。然而遊戲式學習雖然對於學習有正面之影響，但仍出現學生玩遊戲過程受限於知識不足而無法繼續遊戲，因此本研究提出以「提示」與「詳解」兩種方式加強學生的知識程度，探討哪種學習策略對於學生的學習成就、學習動機及認知負荷有正面之效果，並且進一步分析不同知識程度學生所適合的學習策略。研究設計／方法／取徑：本研究開發一款遊戲式學習系統，於系統內加入提示與詳解等兩種輔助功能，並將研究對象依照功能隨機分成兩組進行實驗，兩組研究對象皆可於實驗過程使用系統練習課程內容，系統則會依研究對象所屬的組別給予提示或是詳解。實驗前後皆會進行小考與問卷前後測，以作為分析系統對於學生之影響依據，同時學習成就與認知負荷的前後測結果亦作為找出不同知識程度學生較適合的學習輔助功能。研究發現或結論：從實驗結果可知若於遊戲式學習系統加入提示或詳解，皆能使學生的學習成就有顯著性之提升效果，而進一步對於不同知識程度學生分析適用度可發現，低知識程度的學生較適合使用詳解；中等知識程度的學生不論使用提示或詳解，都能有相同的提升效果；高知識程度的學生則對於提示或詳解無顯著之影響。研究原創性／價值：過去的遊戲式學習研究都專注於學生使用後的成果量測，卻鮮少去探討過程中學生可能發生的問題，例如本研究所探討的遊戲過程因為知識不足而無法持續學習，因此本研究提出在遊戲式學習過程適時使用提示或詳解，不但可以幫助學生於學習成就上有明顯之改善效果，且能使學生的認知負荷有顯著之下降。教育政策建議或實務意涵：一般的教學者通常會以測驗成績作為學習成功與否的論斷，但學習過程並非僅是結果論，許多時候若能適時在學習過程給予協助，對於學習者而言，即是一種助力，甚至引導思考的方向。因此本研究之建議在教學過程除了以成績作為學習成就成功或失敗之依據，過程亦是探討的方向。

Purpose: From past research, it has been identified that game-based learning enables students to achieve education goals by improving their motivation and learning achievement. Therefore, many teachers try to add course content to the game elements to improve students' interest in the subject. However, although game-based learning has a positive impact on learning, there are still students who are limited by the lack of knowledge to continue the game. Therefore, this research proposes to enhance students' knowledge level in two ways: 'hint' and 'detailed explanation.' Additionally, it explores which learning strategies have a positive effect on students' learning achievement, learning motivation and cognitive load. Design/methodology/approach: This research develops a game-based learning system by adding two functions, hints and detailed answers, into the system, and randomly divides the research objects into two groups. Research objects can use the system practice course content during the experiment, and the system will give hints or detailed answers. Quizzes and questionnaires will be conducted before and after the experiment and the results will be analyzed. Findings/results: The results indicate that if the game-based learning system is added with hints or detailed answers, the students' learning achievements can be significantly improved, and further, the applicability of students with different knowledge levels can be analyzed. The students with low knowledge level can benefit from detailed answers. Students with moderate level of knowledge can achieve the same improvement effect using either hints or detailed answers; hints or detailed answers do not have significant influence on students with high knowledge level. Originality/value: In the past, game-based learning research focused on measuring the learning achievement of a student, but seldom discussed the learning process. In this study, we discussed the learning process in which insufficient knowledge creates learning difficulties. Therefore, this research proposes the application of hints or detailed answers in the game-based learning process. Based on the above experiment's results, it shows that the use of hints or detailed answers in the game process can not only help students to have significant improvement in learning achievement, but additionally, it can significantly reduce the cognitive load of students. Implications for policy/practice: Teachers usually use test results as judgment of success in learning, but the learning process is not simply result-oriented. In many cases, if you can aid students in the learning process at the right time, it is helpful, and even guides the direction of thinking. Therefore, in this research, in addition to using grades as the basis for learning success or failure, the teaching process is also the direction of exploration.