運用類比遊戲提升雙語科學探究學習成效：認知負荷、心流體驗、情境興趣與學習成效之相關性研究

Abstract

大多數在英語為教學語言（EMI）課堂上的學生都面臨聽力困難，特別是他們在理解新單字時。為了解決這個問題，我們設計了一個相關的推理遊戲，讓他們在學習之前能夠熟悉課堂中的關鍵詞。為了探索根據英文關鍵字學習成效、認知負荷、情境興趣、心流體驗和科學探究學習成效所預測的學習效果，本研究邀請了一所國中的七年級學生參加基於探究的科學學習，並採用了預測-操作-觀察-討論-解釋的教學方法。本研究採用單組準實驗設計，並使用目的性抽樣。除了問卷調查，本研究還將進行前測和後測，以獲取參與者在英語詞彙學習和科學概念學習上的進展。研究對象為臺北市市區某國中七年級學生，有效樣本共148份。透過SPSS 23及Amos 20進行結構方程模式分析及驗證，得到以下研究結果：(一) 英文關鍵字學習成效對於認知負荷會產生負向影響(二) 認知負荷對於心流體驗會產生負向影響(三) 認知負荷對於情境興趣會產生負向影響(四) 心流體驗對科學探究學習成效產生正向影響(五) 情境興趣對於科學探究學習成效會產生正向影響Most students in the classroom of English as a Medium of Instruction（EMI）have listening difficulty, particular, they always struggle to comprehend the new vocabularies. To address this issue, we designed an associated reasoning game for them to familiar those keywords in that lesson before taking in. To explore the learning effect predicted by English learning progress, cognitive load, learning interest, flow experience and science learning outcome, this study invited 7th grader from a junior school to join an inquiry-based science learning with predict-do-observe-discuss-explain approach.A single-group quasi-experiment was adapted in this study, with purposive sampling. Beside and questionnaire surveys, this study will also conduct pre-test, post-test to obtain participants’ learning progress in English vocabulary learning, and science concept learning. The research subjects are 7th grade students of a junior high school in Taipei City, and the effective samples are 148. Structural equation model analysis and verification were conducted through SPSS 23 and Amos 20. The results of this study are as follows: (1) Learning outcome in English keywords will have a negative impact on cognitive load. (2) Cognitive load will have a negative effect on flow experience. (3) Cognitive load will have a negative effect on learning interest. (4) Flow experience will have a positive impact on scientific inquiry learning outcome. (5) Learning Interest will have a positive impact on scientific inquiry learning outcome.