HSU, HUNG-PIN
S Southern Taiwan University of Science and Technology Department of Visual Communication Design Professor
E-mail:hsuhp@stust.edu.tw
Abstract
In recent years, our country has continuously advocated the concept of food and agriculture education, hoping to implement it in people’s lives and cultivate correct food concepts. Many food education learning materials have been developed on the market, and many schools will also integrate them into learning courses and combine them with experiential learning activities so that learners can understand food education knowledge and food production processes and, at the same time, learn more about local cultural characteristics. Therefore, the experiential learning process and learning materials in food education are more important; because gamification teaching can allow children to enter the learning state in a simple and fast way and can actively learn and absorb knowledge through the process of game operation and interaction, To achieve learning benefits and promote parent-child feelings. The main purpose of this study is to introduce gamification into food education materials and to explore the influence on the learning effect of parent-child groups. This study was carried out in four phases. The first stage is a case study. First, the case study method is used to analyze the background and gameplay of food education learning materials on the market; the second stage is a questionnaire survey on food education rice and grain knowledge, focusing on the agricultural production characteristics of rice grains and diet health and consumption. The survey was carried out in two parts, and a total of 127 valid questionnaires were collected; the third stage was the design of learning stimuli, and this research referred to the results obtained in the previous two stages to design a set of gamification learning stimuli with the theme of food education; the fourth The stage is design evaluation. In this study, the tested parents and children whose average age is between 8 and 11 years old in the previously collected questionnaires are selected as the test scope, and then nine groups of parents and two experts with design backgrounds are selected for gamification Assessment of learning outcomes of learning stimuli. The results of this study show that:(1) Gamified learning stimulation can make parents and children actively learn and reflect on relevant knowledge that they have never had in the past, and then have the willingness to learn again and the learning effect; Both the willingness to learn and external factors will affect the order decisionmaking of gamified learning stimuli, and indirectly affect its learning ability; (3) Different types of experiential learning stimuli can also make more appropriate and clear game elements Parent-child influence on playability and usability. (4) Gamification experiential learning stimulation can promote emotional communication and mutual cooperation between parents and children.
Keywords :food and agriculture education, learning materials, learning outcomes, gamification teaching, experiential learning