Effects of Using Game Elements in Thematic Instruction – Knowing Campus Plants

• Main Authors: Kuo, Wan-Ron, 郭婉容
• Other Authors: Chang, Wen-Hua
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/70026830074987223125

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 104 === Many papers point out that game-based learning activities can make students have more interest, and be more concentrated on learning. The main purposes of this study was to discover, by adding game elements to thematic instruction, which effects would this have on participants toward learning about plant related concepts, and what effects this would have on their attitude towards science. The subjects were 121 seventh grade students who attended a two week game-based teaching summer science course from one school in New Taipei City. Researchers analyzed plant-related learning concepts in both elementary and junior schools, and used all these concepts to design games. In this study, the researcher would like to know: a. Would students’ achievements in learning plants-related concepts be changed when game elements were added to thematic instruction? b. Would students’ attitudes toward science be changed, by adding game elements to thematic instruction? c. Would different achieving students’ achievements in learning plants related concepts change, by adding game elements to thematic instruction? d. Would different achieving students attitudes toward science, and learning plant-related concepts, would be changed by adding game elements to thematic instruction? The research instruments used in this study included 〝The Plants-related Concepts Test〞and items from 〝Test of Science Related Attitudes (TOSRA)〞. The data was analyzed by paired t test and analysis of variance (ANOVA). The major finding in this study was that adding game elements to thematic instruction when learning can enhance students ability to learn about plant-related concepts. Different achieving students’ measures on the Plants-Related Concepts were also enhanced. Low achievement students’ plants-related concept learning progressed more than high achieving students. Overall students’ attitudes toward science were not significantly changed, however, according to LSD, high achieving students progressed much more than low achieving students.