| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 107 === This study aims to evaluate the effect of the educational game, Humunology, on student learning about human immunity, and to realize the relationship between student’s problem-solving ability, immersion, learning achievement, eye-movement and in-game behaviors through using game-based learning. A total of 100 ungraduates and graduates participated in this study, and the research findings are summarized below.
The findings show that Humunology can significantly improve students’ learning about the scientific concept of human immunity, and enable students to enter the first stage of immersion – engagement. Furthermore, during the process of the game, the number of the character that students has a significant relationship with the rate of success at level 4. Next, the results of Pearson’s correlation show that students’ problem-solving ability has a negative correlation with immersion. Students’ average gaze time in the game play has a positive correlation with immersion. The number of lysozyme students used can predict their learning outcomes. In addition, the results of cluster analysis indicate that students were separated into three groups: high problem-solving ability high finding truth/ engagement/ low prior knowledge, high problem-solving ability high finding answer/ engrossment/ high prior knowledge, and low problem-solving ability/ Total immersion/ low prior knowledge. Finally, the results of sequential analysis show that students with different problem-solving ability and prior knowledge have different game behavior patterns with different degree of immersion.
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