| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 101 === This study aims to investigate the effects of different instruction strategies and learning styles on sixth-graders’ learning performance, learning motivation and learning satisfaction toward earthquake disaster prevention learning. There are 113 sixth-graders participated in the experimental activity during the three-week experiment, with a total of 240 minutes. This study employed a quasi-experimental research design. The independent variables are “instruction strategy”, including reflective instruction and expert modeling, and “learning styles”, including concrete experience and abstract conceptualization. The dependent variables are “learning performance of earthquake disaster prevention learning”, “learning motivation toward earthquake disaster prevention learning” and “learning satisfaction toward earthquake disaster prevention learning”.
The results revealed that (a) inquiry-based digital gaming significantly facilitated learners’ performance progress of earthquake disaster prevention learning; the abstract conceptualization learners in the reflective instruction group had significantly better learning progress and concepts applying progress of earthquake disaster prevention learning than those who were in the expert modeling group, (b) inquiry-based digital gaming had positive impacts on learning motivation of earthquake disaster prevention learning; the learners of the reflective instruction group held significantly more positive impacts on performance goal than those who were in the expert modeling group, and the learners of the expert modeling group held significantly better positive impacts on active learning strategies than those who were in the reflective instruction group, and (c) inquiry-based digital gaming had positive impacts on learners’ satisfaction toward the earthquake disaster prevention learning.
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