| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士班 === 101 === Facing the impact of globalization, information technology and technologized social changes, the knowledge background for learners are already different. For the study of basic physic, the use of Digital Game-Based Learning could help students to enhance learning motivation and to change the learning attitude. Hence, the game''s interface design has become increasingly important. The user-centered design style starts to be part of the discussion and the interface designs’ aesthetic is also gradually becoming the focus.
This research aims to explore if the aesthetic of Digital Game-Based Learning System interface design would affect the learning attitude and the learning effectiveness of basic physics from the students with different prior knowledge. The participants in this study are 99 students from a private university, which are classified into high or low level of prior knowledge groups according to the average scores of basic prior physic knowledge pre-test. Apple''s iPad 2 is used as a mobile device with three types of Digital Game-Based Learning Systems: "Amazing Alex", "Crazy Machines", and “Crazy Machines 2", to execute the Digital Game-Based Learning activities for 30 minutes. After that, the participants would fill the aesthetic checklist, learning attitude scale, and prior knowledge post-test. Then, we randomly select six participants for the interview.
The results appeal: first, the aesthetic of interface design does not affect learning effectiveness, but it does have a striking effect on the learning attitudes, especially in these three aspects: learning desire, using method, and learning motivation. Second, the different level of prior knowledge has a significant impact on learning effectiveness, but does not affect the learning attitude. However, the high level prior knowledge group has more motivation for learning. Third and last, there is no interaction between aesthetic and prior knowledge.
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