A Study of the Game-Based Teaching Method to Students’ Academic Emotion – for the Case of Seventh-grade Junior High Students in History Class.

• Main Authors: HSIAO,UN-HSIANG, 蕭雲翔
• Other Authors: WU,PO-HAN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/axve94

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 104 === This study aimed to investigate the impacts on students’ academic emotion expressed from the game-based teaching method in history class for junior high students. The research was based on the quasi-experimental design method for a period of 4 weeks, with a total of 105 random samples of seventh-grade students from 4 classes in a Taoyuan junior high school. A dedicated questionnaire for measuring emotion in learning history was used to estimate the difference of students’ academic emotion between the traditional and the game-based teaching method after these teaching experiments. After quantitative analysis of the experimental data, two experimental results are concluded, as follows. 1. It was statistically significant in improving students’ positive academic emotion for learning history by using the game-based teaching method. 2. In reducing students’ negative academic emotion for learning history, the game-based teaching method was significantly better than the traditional one. Some related work derived from the study, such as study counseling for students, teaching practices and further research for the topic, are also reported in the final.