| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士班 === 106 === In this era of information explosion, combining digital games with education appears to be not only effective in terms of enhancing in-class interaction, but also helpful in terms of facilitating the exchange of knowledge between teachers, as well as increasing children’s motivation and academic performance. The aim of this research is to apply the Design-Based Research Method (DBR) to design supportive learning tools for fifth- and sixth-grade science classes, and to understand how the development of the learning tools influences students’ study.
Three purposes of the research are described as follows. First, to discuss the development and achievement in different phases of designing game-based learning tools for the study of electricity, and to analyze their influence on fifth- and sixth-grade students. Second, to discuss what kind of influence applying the DBR method to the design of digital game-based learning tools will have on fifth- and sixth-grade students’ study. Third, to discuss fifth- and sixth-grade students’ satisfaction with the game-based learning tools designed for the study of electricity. This research adopted the DBR method and was divided into two phases—requirement analysis and testing. We conducted three tests in total and invited 77 students to participate. Game-based learning tools were modified and re-designed according to feedback after each study, and changes were mainly made to the content of learning, the interface of the game, and the game console. The content of learning and the game rules were modified based on analysis of the data gathered during the first test, and we added in Bread Version content, animation, and an introduction. The interface and the game system were modified according to the results of the second test. We added three levels to the game and a page containing students’ data, and modified how characters walk. We also observed the actual teaching process and immediately solved any problems. After compiling and analyzing the data, we promoted the tools to teachers.
The results of the research are as follows. Firstly, applying the DBR method to the actual teaching process helped students reach their learning goals effectively, as we were able to identify the difficulties students were facing, and designed game-based tools according to their needs by following clear steps. We also got to know the teachers’ needs, and helped deal with problems which occurred in the classroom. Second, utilizing game-based learning tools in practice helped enhance students’ understanding of electricity. Third, utilizing game-based learning tools in practice helped increase students’ satisfaction with the game-based learning tools.
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