設計思維融入STEM機器人遊戲之學習表現分析

The Analysis of Learning Performance from STEM Robotic Game with Design Thinking

遊戲學習廣泛應用在各領域教學，機器人融入領域教學的應用成為數位時代的教學特色之一。本研究以設計思維結合STEM，設計一款以歷史、地理、經濟活動為背景的機器人設計、組裝與對戰遊戲。由教師引導學習者運用設計思維方法自主設計、組裝與測試機器人，透過遊戲的互動進行有意義的學習。研究旨在探討設計思維與STEM機器人遊戲對學生歷史、地理、經濟活動學習成效的影響，以及學生在此一過程中的表現。研究結果顯示，機器人設計遊戲對學生史地學習有顯著成效的提升，透過觀察機器人設計創造的過程及遊戲對戰策略，進行跨領域STEM機器人遊戲對學生學習動機與專注度，以及設計思維技能與STEM的表現均有所提升，且在對戰的過程中可發揮解決問題之能力。

Game-based learning has been widely applied across various subjects and in interdisciplinary teaching, with the integration of robot operation emerging as a significant educational method in the digital age. This study employs design thinking alongside STEM principles to design and assemble robots that compete in a game focused on the learning of history, geography, and economic activities. The curriculum is structured to enable teachers to guide learners in designing, assembling, and testing robots using the design thinking approach, thereby facilitating meaningful interaction and learning through gameplay. To evaluate the impact of incorporating design thinking into robot-design games on learning outcomes related to historical and economic activities, this study developed a STEM-based robot game. It investigated learners’ performance in applying design thinking within the context of STEM robot game activities. The findings indicate that the robot design game significantly enhances students’ learning in history and geography. Observation of the robot design and creation process, along with battle strategies, revealed that the interdisciplinary STEM robot game could improve students’ motivation, engagement, design thinking skills, and STEM performance. Furthermore, it enhanced their ability to adapt the robot’s problem-solving capabilities during the competition.