Explore the vast range of titles available.

本研究目的在探究多媒體遊戲教材教學方案對於國小五年級學童之學習成效。本研究以「碳足跡」為主題開發設計數位多媒體遊戲教材，實驗組學童接受多媒體遊戲教材教學，對照組學童則接受紙本教科書教學，受測人數為兩班普通班級，共計60位學童。研究結果顯示：實驗組學童經遊戲教材介入課程後，整體學習成效以及在各項受測學童群組分類（高、低分組與是否經常使用3C產品之分類組別）的數據都優於對照組，且實驗組經遊戲教材介入課程後之得分成長幅度的增加皆達到顯著水準。另一方面，透過文字轉化為圖像的多媒體遊戲教材，實驗組在後測考卷的問答題部分，應答架構與思路較使用文本教材的對照組為佳；而學童經由情境模擬與角色扮演的方式完成遊戲關卡、學習碳足跡知識，此學習方式不但能讓學童將遊戲內容對應至本身的日常生活，也能在遊戲過程中檢視自己的學習程度，得到立即的回饋與成就感；根據實驗結果顯示，本研究開發之多媒體遊戲教材教學有助於國小五年級學童之碳足跡知識的學習

本研究旨在探討磨課師（MOOCs）教學經驗隱含之意義。以現象學的深度訪談與資料分析步驟，從受訪教師內隱的心理體驗歷程，歸納屬於人們共通性現象的經驗之意義，可分五大項陳述：傳達以學生為中心的訊息、編導故事情境的教學影片、增加多元學習經驗比小知識重要、放下名利得失心、創新教學的熱情與執行力。綜合上述描述，發現MOOCs授課教師具備五項教學經驗的意義：一、轉化專業實務經驗：將實務歷練注入教材製作，不同於學校課程所教授的內容與型態，讓學生感知有用及興趣。二、善用多媒體建構教材：教師構思教學劇本架構，編導影片或動畫，與生活面連結讓學生易於理解，引導學生想像空間預見未來。三、增加多元學習經驗：引用多元資源教學，安排實務專家參與課程，擴增學生視野及知識。四、精進數位教學知能：放下個人名利心，體驗MOOCs教學，獲得磨練及反思。五、做中學的精神：懷抱創新教學的熱情，勇於嘗試執行。最後，從反思MOOCs授課教師教學經驗的意義，得到啟示並提出建議。

本研究旨在探討磨課師（MOOCs）教學經驗隱含之意義。以現象學的深度訪談與資料分析步驟，從受訪教師內隱的心理體驗歷程，歸納屬於人們共通性現象的經驗之意義，可分五大項陳述：傳達以學生為中心的訊息、編導故事情境的教學影片、增加多元學習經驗比小知識重要、放下名利得失心、創新教學的熱情與執行力。綜合上述描述，發現MOOCs授課教師具備五項教學經驗的意義：一、轉化專業實務經驗：將實務歷練注入教材製作，不同於學校課程所教授的內容與型態，讓學生感知有用及興趣。二、善用多媒體建構教材：教師構思教學劇本架構，編導影片或動畫，與生活面連結讓學生易於理解，引導學生想像空間預見未來。三、增加多元學習經驗：引用多元資源教學，安排實務專家參與課程，擴增學生視野及知識。四、精進數位教學知能：放下個人名利心，體驗MOOCs教學，獲得磨練及反思。五、做中學的精神：懷抱創新教學的熱情，勇於嘗試執行。最後，從反思MOOCs授課教師教學經驗的意 義，得到啟示並提出建議。 This study analyzes the denotations pertaining to instructors’ teaching experiences of Massive Open Online Courses (MOOCs). By conducting a detailed phenomenological interview and data analysis, the study provides the denotations pertaining to common human phenomena through intrinsic psychological processes experienced by the instructors. The denotations were described on the basis of five perspectives—Delivering a learner-centered message, editing a teaching video with a story scenario, valuing the diversity of the learning experience over the acquisition of basic knowledge, setting aside fame and profit during teaching, and displaying the power of enthusiastic innovative teaching. On the basis of the five aforementioned descriptions, five denotations of teaching experiences were identified. (1) Transfer of professional practical experiences: This category involves preparing teaching materials on the basis of practical experiences. Such materials differ from the contents of traditional courses and enable students to find the topic useful and interesting. (2) Preparing optimal multimedia teaching materials: This category involves teaching by utilizing the framework provided in the teaching materials and editing videos or animations by linking the topics with situations encountered in daily life. This enables students to comprehend the materials easily and face the future responsibly. (3) Diversified learning experiences: This category involves teaching with diverse resources, including experts, to broaden students’ horizons. (4) Advancing the digital teaching ability: This category involves setting aside the individual fame and profit during teaching and teaching MOOCs to provide appropriate training and obtain suitable feedback. (5) Spirit of learning by experiences: This category involves cherishing the enthusiasm of innovative teaching and taking up novel challenges when teaching. Finally, implications and recommendations are proposed by analyzing the denotations pertaining to instructors’ experiences of teaching MOOCs.

本研究目的在探究多媒體遊戲教材教學方案對於國小五年級學童之學習成效。本研究以「碳足跡」為主題開發設計數位多媒體遊戲教材，實驗組學童接受多媒體遊戲教材教學，對照組學童則接受紙本教科書教學，受測人數為兩班普通班級，共計60位學童。研究結果顯示：實驗組學童經遊戲教材介入課程後，整體學習成效以及在各項受測學童群組分類（高、低分組與是否經常使用3C產品之分類組別）的數據都優於對照組，且實驗組經遊戲教材介入課程後之得分成長幅度的增加皆達到顯著水準。另一方面，透過文字轉化為圖像的多媒體遊戲教材，實驗組在後測考卷的問答題部分，應答架構與思路較使用文本教材的對照組為佳；而學童經由情境模擬與角色扮演的方式完成遊戲關卡、學習碳足跡知識，此學習方式不但能讓學 童將遊戲內容對應至本身的日常生活，也能在遊戲過程中檢視自己的學習程度，得到立即的回饋與成就感；根據實驗結果顯示，本研究開發之多媒體遊戲教材教學有助於國小五年級學童之碳足跡知識的學習。 The purpose of this study was to explore the effects of educational role-playing and simulation games in the specific context of carbon footprint curriculum designed for primary school students. A total of 60 primary school students were classified into two groups. The participants in the experimental group (30 students) were taught using a multimedia game and the participants in the control group (30 students) were taught using a textbook. The results showed that the experimental group demonstrated a greater improvement in general carbon footprint knowledge and in each separate learning unit (Grads level and using 3C product) than the control group did. Additionally, according to the experimental process and results, the students in the experimental group displayed more favorable thinking structures and learning attitudes toward carbon footprint topics than the control group did. All results indicated that game-based learning involving role-playing and simulation was a helpful component of carbon footprint curriculum.