遊戲化學習對於材料科學的學習獲益評估影響

The Impact of Gamified Learning on the Assessment of Learning Gains in Materials Science

本研究旨在探討遊戲化學習對材料科學學習獲益的影響，特別是針對不同學習成就學生對資訊課程融入遊戲化教學活動的知覺、評估及學習獲益進行深入分析。本研究採用量化研究方法，通過前測與後測設計，使用相依樣本t檢驗、單因素變異數分析（ANOVA）及線性迴歸進行資料分析。結果顯示，遊戲化學習對學習成就中等偏上的學生（即50-75%區間）產生顯著的正向影響。使用如Kahoot!的遊戲化工具有效增強了課堂互動性和學習興趣，並促進了學生的積極參與與投入。此外，遊戲化學習的成效在很大程度上依賴於教師對課程設計、單元安排及特定主題解說的掌握。基於研究結果，本研究提出三點教學建議：（一）教師可採廣泛應用遊戲化工具以提升學習動機；（二）應提供更多個性化學習支持及即時回饋機制；（三）結合個性化支持與傳統教學策略，以促進學生的全面發展並提升學習效果。

This study aims to explore the gains of gamified learning on the benefits of learning in materials science, with a particular focus on the perceptions, evaluations, and learning gains of students with varying academic achievements regarding the integration of information technology into instructional activities. The research employs a quantitative approach, using a pre-test and post-test design, and utilizes paired-sample t-tests, one-way ANOVA, and linear regression for data analysis. The results indicate that gamified learning has a significant positive impact on students with moderate to above-average academic performance (i.e., the 50-75% range). Gamified tools, such as Kahoot!, effectively enhance classroom interactivity and learning interest, promoting students' active participation and engagement.
Furthermore, the effectiveness of gamified learning heavily relies on teachers' mastery of course design, unit planning, and the explanation of specific topics. Based on the findings, this study proposes three instructional recommendations: (1) Teachers should broadly apply gamified tools to enhance learning motivation; (2) More personalized learning support and real-time feedback mechanisms should be provided; (3) Personalized support should be integrated with traditional teaching strategies to promote students' holistic development and improve learning outcomes.