| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 102 === The research investigates the effectiveness of integrating a serious educational game, entitled Humunology, into biology teaching on 7th graders’ science learning. Four main research purposes were addressed:
1. Investigating the influence of integrating Humunology into biology teaching on student concept learning outcomes. 2. Investigating the influence of integrating Humunology into biology teaching on student academic emotions.
3. Exploring the difference in concept learning outcomes and academic emotions between students with high- and low learning self-efficacy.
4. Understanding the relationships between students concept learning outcomes, academic emotions, and learning self-efficacy.
A total of 88 seventh graders from a jounior high school in Changhua County participated and three sessions of teaching were given in this study. The instruments including concept learning assessment and questionnaires of academic emtions and learning self-efficacy were administrated to students before and after the teaching. Several major findings were revealed: 1. Integrating Humunology into biological teaching improved student concept learning outcomes. 2. The use of Homunology in biology teaching reduced the feelings of anxiety and helplessness of students, and subsequently enhanced student' self-confidence. 3. Students with high learning self-efficacy outperformed their counterparts with low learning self-efficacy on concept learning assessment and easily felt positive emotions. Moreover, students with high learning self-efficacy learned better through Humunology play.
4. There were positive relationships between learning self-efficacy and positive emotions and negative relationships between learning self-efficacy and negative emotions.
Finally, suggestions for future work were provided according to the obtained results.
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