| Summary: | 碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 106 === The purpose of this study was to investigate the effect of differentiated instruction involving digital game-based learning on the Chinese learning attitudes and outcomes of junior high students. The experimental group comprised a class using digital game-based learning, whereas the control group comprised a class using conventional learning methods involving worksheet. We also investigated the effects of the two teaching methods on the learning attitudes and outcomes of low-, mid-, and high-achieving students.The study applied a quasi-experimental design, and the participants were 90 public junior high school students with similar academic performance and in two classes (45 students each) in Taipei City. The teaching material was designed for the second-semester Chinese course in the eighth grade. Three units were included: “A Piece on Study for Sons and Nephews,” “Cultures that Came to the Tribes,” and “Empty Fort Strategy.” Differentiated instruction was administered to the experimental group using the PaGamO digital game platform and tablets. Research tools were a self-administered achievement test for determining Chinese learning outcomes and a scale for evaluating the Chinese learning attitudes of junior high school students; the students underwent the test before and after teaching. A paired-sample t test and independent-samples t test ,one way ANOVA,two way ANOVA and Nonparametric Statistics were used to analyze data and determine differences in attitudes and outcomes before and after the experiment. The study findings are listed as follows. The two teaching methods led to improved learning outcomes in the experimental group (t = 10.7, p < .001,d=1.52) and control group (t = 11.93, p < .001,d=1.26), but the experimental group had superior learning outcomes. The two teaching methods failed to significantly improve learning attitudes in both groups. Compared with the worksheets, digital game-based learning engendered significantly superior learning outcomes (F=11.39,p<.001, ηp2=.23)in low-achieving students. but failed to significantly improve learning attitudes in low-achieving students. The Taiwanese government is now actively promoting remedial education. Differentiated instruction through gamification of learning processes serves as reference for teachers providing remedial education for low-achieving students.
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