「U南島」遊戲式學習及情境感知無所不在互動系統：以國立自然科學博物館台灣南島語族為例

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「U南岛」游戏式学习及情境感知无所不在互动系统：以国立自然科学博物馆台湾南岛语族为例

"U-Austronesian"：Game-based Learning and Interactive Context-Aware Ubiquitous System - A Case Study of Taiwan Austronesian in National Museum of Natural Science

蒋念庭 , 硕士　　导师：陈牧言　　

繁体中文

数位游戏式学习；情境感知无所不在学习；台湾南岛语族文化；学习成效； Digital Game-based Learning ； Context-Aware Ubiquitous Learning ； Learning outcomes

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摘要 │ 参考文献 (122) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The study develops and designs a set of U-learning system based on digital game-based learning (DGBL) and context-aware learning in order to assist fifth grade students in learning Taiwan's Austronesian culture education. It uses SPSS 22.0 and Smart PLS 2.0 software to analyze 70 samples in experimental group and control group, assessing if there is significant difference in pretest and posttest learning outcomes, looking into students’ learning condition on the system after using “U Austronesian APP” in experimental group, with the collected information with paper questionnaire, as well as factors such as their willingness of continue to use the system, and performs assessment and statistical analysis for empirical research.

The study result shows that, in terms of outdoor teaching and learning activity, the score of experimental group is higher than control group, pointing out that learning method with “U Austronesian APP” on tablet can improve students’ learning outcome. The questionnaire focuses on examining the perspectives of service quality, hedonic value and mobile learning control variables which form the cost study model, and analyzing the relations between these three different dimensions and their influences on each other. While examining the concept of utility of the system, the service quality perspective, including three sub-dimensions, tangibles, reliability and efficiency, is used; while examining the concept of entertainment of the system, the hedonic value perspective is being used, it contains three sub-dimensions, which are emotional involvement, enjoyment, and arousal; while examining the mobile learning control variables, including two sub-dimensions, self-efficacy and subjective norms. From the result of questionnaire analysis, it is known that reliability is the key factor for learners to be willing to use the system. Furthermore, arousal also has significant influence on learners’ willingness. What has been found is that subjective norms is beneficial to encourage learner to use the system through classmates, teachers and parents’ recommendations, thus affecting and increasing learners’ willingness. In addition, it can be found from the relation influence of overall perspective that service quality perspective is relatively important than hedonic value and mobile learning control variable to learners. Thus, learners pay more attention to the system practicability of information content, affecting user’s willingness to use the system.

According to the above test result, it can be learned that the system designed by our graduate institute can improve student’s learning outcome, making learners willing to continue using the system for learning after class. As a result, when conducting context-aware ubiquitous learning in outdoor teaching circumstance, it is beneficial for the learners to learn Taiwan's Austronesian culture in learning activity.

参考文献 ( 122 ) 〈TOP〉

[1] Ahmed, E. and Ward, R. (2016) ‘Analysis of factors influencing acceptance of personal, academic and professional development e-portfolios’, Computers in Human Behavior, 63, pp. 152–161. doi: 10.1016/j.chb.2016.05.043.
连结：
[2] All, A., Nuñez Castellar, E.P. and Van Looy, J. (2016) ‘Assessing the effectiveness of digital game-based learning: Best practices’, Computers & Education, 92-93, pp. 90–103. doi: 10.1016/j.compedu.2015.10.007.
连结：
[3] Amjad, N. and Wood, A.M. (2009) ‘Identifying and changing the normative beliefs about aggression which lead young Muslim adults to join extremist anti-semitic groups in Pakistan’, Aggressive Behavior, 35(6), pp. 514–519. doi: 10.1002/ab.20325.
连结：
[4] Arpaci, I. (2016) ‘Understanding and predicting students’ intention to use mobile cloud storage services’, Computers in Human Behavior, 58, pp. 150–157. doi: 10.1016/j.chb.2015.12.067.
连结：
[5] Azevedo, R. and Hadwin, A.F. (2005) ‘Scaffolding self-regulated learning and Metacognition – implications for the design of computer-based Scaffolds’, Instructional Science, 33(5-6), pp. 367–379. doi: 10.1007/s11251-005-1272-9.
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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。