學生的認知風格、遊戲興趣、競爭焦慮、校正準確度對數學遊戲學習成效之相關分析

• Main Author: 李品蓁
• Other Authors: 洪榮昭
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/74059920980549086725

碩士 === 國立臺灣師範大學 === 創造力發展碩士班 === 102 === This studyaims tounderstand the students'cognitive style,game interest, competitive anxiety andaccuracy of correctionon learning outcomes of mathematics, the purposesof this study are as following: 1. Explore the correlation between cognitive styles and learning outcomes of mathematics. 2. Explore the correlation between game interest and learning outcomes of mathematics. 3. Explore the correlation between competitive anxiety and learning outcomes of mathematics. 4. Explore the correlation between accuracy of correction and learning outcomes of mathematics. 5. Explore the prediction of competition anxiety, game interesting and accuracy of correctionon learning outcomes of mathematics. This study adopts a single group experimental design, the independent variable are"cognitive style", "game interest", "competition anxiety" and "accuracy of correction", and the dependent variable is"learning outcomes of mathematics". The object of this study was third grade elementary school students,a total of 100, the analysis methods are include descriptive statistical analysis, reliability analysis, independent sample t-test, correlation analysis, time series analysis and regressionanalysis. The results show that there is no significant difference between cognitive styles and learning outcomes of mathematics,there is significant correlation between game interest and learning outcomes of mathematics, there is significant correlation between competitive anxiety and learning outcomes of mathematics, there is significant correlation between accuracy of correction and learning outcomes of mathematics, there is significant prediction of competition anxiety, game interesting and accuracy of correction on learning outcomes of mathematics.Finally, hope the results can be used as reference on development of teaching.