| Summary: | 博士 === 國立臺灣師範大學 === 工業科技教育學系 === 96 === Digital game-based learning (DGBL) is increasingly to be paid more attention by e-learning community. However, the effectiveness of DGBL seems to be uncertain. For discovering the effectiveness of DGBL in depth, this study was carried out by two experiments. First, the study developed two e-learning environments, an online game-based learning and a traditional web-page learning, to facilitate students learning about saving electricity and energy. Then a quasi-experiment was conducted to compare learners’ performance of knowledge acquisition and problem solving transfer in both learning environments by using knowledge test of memory and transfer test of new or traditional view. Also, the analysis of learners’ behaviors was conducted in order to discover the preliminary pontential of online game-based learning. According to the findings of first experiment a case study was conducted afterward to discover the reason why game-based learning can facilitate new view of problem solving transfer but knowledge test and learning behaviors by observations and interviews.
Based on the results of the two experiments, the conclusions of this study were as follows:
1.The study developed an online game-based learning environment suited to facilitate elementary school students learning about saving electricity and energy according to the theorys of game-based learning.
2.Learners adopted online game-based learning revealed better knowledge acquisition and new view of problem solving transfer ability than those adopted traditional web-page learning.
3.The more extent of knowledge acquired by learners with online game-based learning was the reason why game-based learning can facilitate new view of problem solving transfer. Also, the extent of knowledge acquisition, learning ability, and learning motivation were the key factors affected the performance of the new view of far transfer.
4.The game-based learning behaviors, learning movitation, and learning ability affected the effectiveness of game-based learning directly or indirectly. Also, the game challenges, game experience, motivation, and learning ability were the key factors affected the game-based learning behaviors.
Besides, this study also proposed some suggestions about how designing DGBL and future research according to the research results and practical experience.
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