聯想式推理作答與聯想式概念圖作答之學習成就的差異研究：以遊戲式學習系統為工具

A Research on the Difference of Learning Achievement Between Associative Reasoning Answer and Associative Conceptual Map Answer: Using Game-Based Learning Systems as Tools

先前研究指出，聯想式推理作答可幫助學生提升學習成就，維持學習記憶，並 組織知識結構。但聯想式推理作答並非適用於所有學生，如先備知識不足的學生在 利用聯想式推理作答時，很難有條理地串聯知識間的關係。有鑑於概念圖的設計是 將多個具有關聯的概念連結，每一概念皆可視為課程重點，所以，透過概念圖可幫 助學生了解自己不熟悉的概念，並知道必須先具備哪些先備知識才能往下一個概念 學習。基於概念圖可輔助逐步建構知識架構，因此，本研究導入概念圖開發學習系 統，讓學生分別透過「聯想式推理作答」與「聯想式概念圖作答」兩種學習策略建 構知識概念及概念間的連結關係，探討何種方式能將知識長久保留，並對學習表現 有正面影響。研究結果顯示，概念圖組在學習成就的進步性較推理組好；在知識保 留方面，概念圖組與推理組雖無顯著差異，但概念圖組下降幅度大於推理組，顯示 概念圖在知識保留方面仍需再改善；而兩組在認知負荷有顯著降低。進一步依知識 程度分群，發現中、低知識程度的學生不論使用何種作答模式皆可顯著提升學習成 就，而高知識程度的學生則是使用概念圖作答會有顯著進步。最後回饋問卷皆給予 高度評價，甚至概念圖組於遊戲的接受度更甚於推理組。

Previous studies have pointed out that associative reasoning can help students improve learning performance, maintain learning memory, and organize knowledge structure. However, associative reasoning is not suitable for all students. For example, it is difficult for students with insufficient prior knowledge to use associative reasoning to organize the relationship between knowledge. Since the concept map is designed to link multiple related concepts, each concept can be regarded as the focus of the course. Therefore, the concept map can help students understand the unfamiliar concepts, and know the concepts order. Therefore, the study applies concept maps to develop a learning system, allowing students to construct knowledge concepts with two learning strategies: “Associative Reasoning Answering” and “Associative Concept Map Answering” learning strategies. The results show that the progress of the concept map group is better than that of the reasoning group; in terms of knowledge retention, the decline of the concept map group is greater than the reasoning group. It indicates that the concept map strategy needs to be improved in the knowledge retention. Both groups have a significant decrease in cognitive load. In addition, students with medium and low levels of knowledge can significantly improve their learning performance no matter what answering mode they use. Students with high levels of knowledge can make significant progress in answering using concept maps. Finally, students give highly feedback, and even the concept map group was more accepted than the reasoning group.