通識課應用經濟學課堂實驗的教學設計與學習成效分析

Instructional Design of a Poker-Based Classroom Experiment and the Analysis of Learning Effectiveness of a General Education Economics Course

本研究主要探討運用撲克牌交易遊戲作為經濟學授課媒介的課堂實驗教學設計，是否能在經濟通識課程中實現「通識專業化」的教學目標，透過不記名問卷調查，根據學習動機、知識獲得，以及未來有興趣增加經濟相關知識的認識等面向，由學生自我評估其學習成效。在回收的291份有效問卷中，得到三項結論：首先，對撲克牌遊戲傳授基礎經濟學知識認同度越高的同學，普遍自評有較好的學習成效，證明經濟學課堂實驗的教學設計滿足「通識專業化」的目的。其次，根據平行中介模型，發現加入學習動機與知識獲得兩個中介變數之後，對學習成效產生完全中介效果。最後一項結論是，實證結果顯示，撲克牌交易遊戲的互動式教學設計，對提升學生學習動機的效果雖明顯高於學生知識獲得的效果，但知識獲得對學習成效影響的間接效果卻略高於學習動機，顯示能否影響學生未來持續關注課程知識並精進所學，與教學設計能否增強學生知識獲得有較強的關係。於此可以推論，當教學設計能夠滿足學生知識獲得的需求時，可以同時達到「通識專業化」與學生未來主動學習的教學目標。

This study explores whether incorporating poker card trading games in conveying economics concepts as part of the instructional design can deepen the understanding and retention of professional knowledge in a general education course. The facets of this study - including students’learning motivation, knowledge acquisition, and inclination to explore economics-related topics further - were assessed through an anonymous, self-evaluated questionnaire. An analysis of 291 valid responses led to three key findings. Firstly, a positive correlation exists between students’receptiveness to gamified instructional design and their learning effectiveness, demonstrating its efficacy in delivering professional economics concepts. Secondly, based on a parallel mediation model, this correlation is indirect and fully mediated by two factors–learning motivation and knowledge acquisition. Finally, while both mediators show positive effects, gamification has a greater impact on students’learning motivation than knowledge retention. However, instructional design exerts a more significant influence on learning efficacy mediated by knowledge acquisition than learning motivation. In essence, students’capacity to apply course concepts to real-life situations and further develop expertise in economics depends more on how well the lectures facilitate knowledge absorption. These findings suggest that when instructional design aligns with students’demand for knowledge, general education courses can integrate a higher level of subject-matter depth while fulfilling a key educational objective, which is to inspire students to conduct active learning in related disciplines in the future.