教師運用遊戲於科學教學的傾向與影響因素之回顧研究（2000~2022）

A Review of the Tendencies and Influencing Factors of Teachers Utilizing Games in Science Education (2000-2022)

近年來，隨著多元化教學逐漸受到重視，台灣教育界亦興起一股潮流，試圖讓學生透過遊戲學習科學，而教師在其中扮演著關鍵角色。然而，目前的研究大多集中在學生的學習效益，對教師運用遊戲教學研究尚不多見。因此，本研究旨在透過回顧文獻，探討當前教師在科學教學中運用遊戲的傾向因素。透過檢索Scopus文獻資料庫篩選出從2000至2022年間的25篇研究文獻，這些文獻聚焦於教師個人因素與遊戲式科學學習的研究。針對文獻內容進行分析後，本研究採用「計畫行為分解理論」（Decomposed Theory of Planned Behavior, DTPB）發展出一套編碼表，用以分析教師運用遊戲教學傾向的潛在因素，這些因素包括「教師態度」、「知覺行為控制」與「主觀規範」三個主要面向。以此為基底再進一步將「教師態度」細分為「遊戲有用性」與「遊戲易用性」且再解構加入「故事、美術、機制、科技媒介」等細向分別於遊戲有用性與遊戲易用性；將「知覺行為控制」細分為「資源有益條件」、「自我效能」並再解構加入「設備、經費」等細向於資源有益條件，且加入「素材說明、如何教學與班級經營、評量」等細向於自我效能；將「主觀規範」細分為「同儕影響」與「資深成員或長官期待」並解構細分加入「同事、共備合作夥伴」細向於同儕影響，且再加入「教育局、校長教務主任組長」等細向於資深成員或長官期待。研究發現，這些潛在因素皆與教師運用遊戲於科學教學之傾向呈現正相關。教師具有遊戲的相關概念知識後，更有信心能夠進行遊戲教學，也願意將經歷分享給其他老師。然而，實施遊戲教學教師需要花費額外的備課時間，這也是教師在推動遊戲教學遇到的困難點。希冀本研究在108課綱背景下，為非制式科學教育及科普遊戲活動的設計與實施提供有價值的見解。

In recent years, as diversified teaching methods have become increasingly valued, Taiwan's educational field has witnessed a burgeoning trend towards integrating game-based learning into science education. In this emerging trend, teachers play a pivotal role. However, while numerous studies have focused on the benefits of game-based learning for students, research into how teachers apply game-based teaching methos remains relatively limited. Therefore, this study aims to explore, through a literature review, the factors influencing teachers’ use of games in science education. By searching the Scopus database for literature from 2000 to 2022 that intersects the study of game-based learning science and teachers’ personal factors, the authors identified and selected 25 articles for analysis. These articles were analyzed, and a coding table was developed based on the Decomposed Theory of Planned Behavior (DTPB), focusing on three main aspects: teachers’ attitudes, perceived behavioral control, and subjective norms. These factors include ''teachers' attitudes,'' ''perceived behavioral control,'' and ''subjective norms.'' Based on this, ''teachers' attitudes'' were further divided into ''perceived usefulness of games'' and ''ease of use of games,'' with additional breakdowns including ''story, art, mechanics, and technological media'' for usefulness and ease of use. ''Perceived behavioral control'' was subdivided into ''favorable resource conditions'' and ''self-efficacy,'' with further breakdowns including ''equipment, funding'' for resource conditions and ''material explanation, teaching methods, class management, assessment'' for self-efficacy. ''Subjective norms'' were subdivided into ''peer influence'' and ''expectations of seniors or supervisors,'' with further breakdowns including ''colleagues, co-preparation partners'' for peer influence and ''education department, principal, academic director, team leader'' for expectations of seniors or supervisors. The study found a positive correlation between these influencing factors and teachers' propensity to integrate games into science education. Teachers, having acquired relevant conceptual knowledge of games, felt more confident in conducting game-based teaching and were willing to share their experiences with other teachers. However, the additional preparation time required for game-based teaching emerged as a significant challenge. This study seeks to offer valuable insights for the design and implementation of informal science education and science-related gaming activities under the context of the 108 Curriculum Guidelines.