| Summary: | 碩士 === 國立新竹教育大學 === 課程與教學碩士學位在職進修專班 === 102 === With advancing information technology (IT), digital learning technology has become an important axillary teaching tool for teachers. This study developed a set of 3D teaching games, which was used to explore whether significant differences exist in learning performances and attitudes between 3D game-based learning and traditional lectures. This study also investigated the satisfaction of schoolchildren toward the 3D game-based learning scenario. Furthermore, the thoughts and feelings of schoolchildren after receiving 3D game-based learning were examined.
We used the quasi-experimental method and employed a pre-test/posttest design. This study primarily adopted the quantitative research approach, supplementing with qualitative data. Research tools included the learning performance in fraction concepts, a fraction learning-attitude scale, a satisfaction survey on 3D game-based learning scenarios, and interviews. Variations were analyzed using the following statistical methods: descriptive statistics, paired sample t tests, one-sample t tests, and analysis of covariance (ANCOVA). Classroom observations and interviews were also conducted, and the obtained data were subsequently analyzed.
Research participants included 100 second-grade elementary schoolchildren in 4 classes from an elementary school in Taoyuan County. The experimental group, comprising fifty schoolchildren from 2 classes, participated in 3D game-based learning. The 50 remaining schoolchildren from the other 2 classes were designated as the control group to which traditional lecture-based teaching was administered. Learning activities were provided to the 2 groups of schoolchildren after they had completed the fraction learning-performance and fraction learning-attitude scale pre-tests. Learning-performance and learning-attitude posttests were administered after teaching was completed. Finally, learning-scenario questionnaires and interviews were conducted to survey the learning scenario-satisfaction levels and learning experiences of the students who participated in the 3D game-based learning.
The experimental results showed the following conclusions:
1. Schoolchildren in the experimental group and control group exhibited significantly different learning performances and learning attitudes regarding fraction concepts after receiving different teaching methods. The different teaching methods affected the learning performance and attitude of second-grade elementary schoolchildren in fraction concepts.
2. 3D game-based learning significantly improved learning performances and attitudes in fraction concepts. Learning by using 3D games can effectively improve the learning performances and attitudes of schoolchildren.
3. Students with high learning achievement were most satisfied with the 3D game-based learning scenarios, whereas those with low learning achievement demonstrated low levels of satisfaction.
4. Overall, 81.2% of schoolchildren indicated strong satisfaction toward 3D game-based learning scenarios.
5. Overall, 87.6% of schoolchildren exhibited positive attitude and optimistic participation in 3D game-based learning scenarios.
6. The result obtained from the qualitative interview with the schoolchildren in the experimental group corresponded to that regarding the thoughts and feelings revealed by the schoolchildren after receiving 3D game-based learning.
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