| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 102 === This study aims to investigate the influence of integrating a serious educational game into biology teaching on student concept learning outcomes, emotions, as well as their use of self-regulated learning strategies Moreover, the interrelations between learning outcomes, emotions, and the use of self-regulated learning strategies were also examined. Quasi-experimental research design was employed and participants were 7th graders. Experimental group (N=59) learned by biology instruction integrated with a serious educational game, entitled Humunology, and contrast group (N=60) received instruction with a digital blog. Instruments including “Achievement Test of Human Immunology,” “Questionnaire of Game Emotions,” and “Self-regulated Learning Strategy Scale” were administrated to participants before (pretest), during (posttest 1), and after (posttest 2) the treatments. Moreover, a delayed test was re-administrated after two weeks.
Results found no significant difference in student performance on posttest 1 and 2 between experimental and control groups, but significance between the two groups was shown with respect to performance on delayed test. Similarly, no significant difference was reached between experimental and control groups in terms of the use of self-regulated learning strategies. Also, student no interrelation was found between concept learning outcomes and the use of self-regulated learning strategies for both experimental and control groups alike. The results of a series of one-sample t-tests (compared with 3) indicate that students in the experimental group had significantly higher arousal positive emotions (happiness, self-pride,) and higher suppression of positive emotions (relax) and lower arousal negative emotions (anger, anxiety) and suppression of negative emotions (sorrow, hopeless, and boredom). The results imply that students experienced more arousal positive emotions through learning by playing serious educational games. Findings of correlation analyses show that happiness and self-pride were significantly related to concept learning outcomes anxiety was negatively related to concept learning outcomes. Moreover, arousal positive emotions were positively related to and the use of self-regulated learning strategies. Multiple regression analyses further indicate that relax (Post-test 1) and happiness (Post-test 2) were main predictors of the use of self-regulated learning strategies.
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