課程融入遊戲化學習對大學生學習成效提升之研究

Research on Integrating Game-Based Learning to Improve Learning Effectiveness Among College Students

10.6207/ART-VISION.202410_(28).141-155

黃慧鳳(Huang, Hui-Feng)

遊戲化學習 ； 學習參與 ； 學習成效 ； 劇場遊戲 ； Gamified Learning ； Learning Engagement ； learning Outcomes ； Theater Games

藝見學刊

28期（2024 / 10 / 01）

141 - 155

繁體中文;英文

本研究旨在探討將遊戲化學習融入課程，是否能提升大學生的學習成效。研究假設「課程融入遊戲化學習」有助於「學生參與學習」，進而達到更佳的「學習成效」。研究方法結合劇場遊戲於教學活動設計中，營造友善的學習情境，提升學生參與度和表達能力。具體而言，教師在課堂上扮演引導者角色，將遊戲元素融入課程，並透過遊戲規則和情境引導學生學習永續發展目標、故事元素，以及開發聲音表情和肢體潛能。研究結果顯示，學生十分認同「課程融入遊戲元素的教學成效」，特別是在提升溝通表達力、學習成效，以及營造良好的課堂學習氛圍等方面。學生參與度方面，數據顯示大部分學生能積極參與課程。學生認同度方面，問卷調查結果顯示，學生認為「課程內容有趣」是提升學習意願的首要因素，而「課程融入遊戲」則扮演輔助角色，成為促進學習的催化劑。學習成效方面，統計分析顯示，「課程融入遊戲元素的教學」與學生的學期總成績有顯著正相關。質性回饋方面，學生表示在課程中習得了表演技巧、提升了肢體表達能力，並體會到團隊合作的重要性。總體而言，遊戲化學習融入教學有助於提升學生的參與率和學習成效。教師可以根據課程內容和進度，適當融入遊戲元素，以提升教學品質。

This study aims to explore whether the integration of gamification into the curriculum can enhance the learning effectiveness of university students. The research hypothesis is that "gamified learning integrated into the curriculum" can help "engage students in learning", thereby achieving better "learning outcomes". The research method combines theatrical games in the design of teaching activities, creating a friendly learning environment to enhance student participation and expression abilities. Specifically, the teacher plays the role of a facilitator in the classroom, integrating game elements into the curriculum, and using game rules and scenarios to guide students to learn about the Sustainable Development Goals, story elements, and develop their vocal and physical potential. The research results show that students strongly recognize the "teaching effectiveness of integrating game elements into the curriculum", particularly in terms of improving communication and expression abilities, learning outcomes, and creating a positive classroom learning atmosphere. In terms of student participation, the data shows that most students can actively participate in the course. In terms of student recognition, the survey results show that students believe "interesting course content" is the primary factor in enhancing their learning motivation, while "integrating games into the course" plays an auxiliary role, becoming a catalyst for promoting learning. In terms of learning outcomes, statistical analysis shows that "teaching with integrated game elements" is significantly positively correlated with students' overall semester grades. In terms of qualitative feedback, students stated that they have learned performance skills, improved their physical expression abilities, and experienced the importance of teamwork. Overall, the integration of gamified learning into teaching can help improve student participation and learning outcomes. Teachers can appropriately integrate game elements based on the course content and progress to enhance the quality of teaching.