- 期刊
大學劇本寫作課程融入遊戲化視訊會議Gather Town之研究：學習動機及個人、團隊寫作成效
Research on Integrating Gamified Video Conferencing Platform Gather Town Into University Scriptwriting Course: Learning Motivation and Individual/Team Writing Performance
摘要
本研究目的在於為大學劇本寫作課程以Gather Town為支援平臺，引導學生利用平臺進行個別或小組劇本創作，並以無平臺介入劇本寫作者為控制組，比較學生的學習動機與成果。Gather Town是一款將同步視訊通話與2D場景相結合的遊戲化平臺，內建有不同樣式的生活或工作空間場景，主辦者可自行搭建，並置入文字與超連結，用戶進入後可四處走動並與他人交談。劇本構思不再只是想像及文字工作，學生可建立虛擬場景並與劇中人物對話，想像力可以具體化、精細化。在疫情期間使用Gather Town可避免群聚，學習者亦可在不同時間上線，多人合作完成場景設計與對話。此研究設計的課程有18週，採用量化與內容分析法。在量化部分採用準實驗設計，不等組前後測設計。參與學生為某大學二年級學生，分為三組，實驗組1將Gather Town融入個人劇本寫作；實驗組2亦將Gather Town融入，但為團體劇本寫作；控制組為個人劇本寫作，並未使用遊戲化平臺。三組在劇本創作歷程均有師生討論。資料收集包含兩個實驗組44名學生的學習動機與合作能力前後測分數；另外收集三組學生的劇本寫作評量，以研究者自行設計的劇本寫作評量尺規，邀請三位專家分析學生作品的品質。研究結果顯示：實驗組2（團體劇本寫作），學生於學期後段的學習動機及團隊合作能力比前段有顯著提升；而實驗組1（個人劇本寫作）無論動機或團隊合作之前後測並無顯著差異。此外，實驗組1學生在劇本品質的「劇本結構」得分比控制組高，實驗組2的劇本得分與其他兩組差異不大，因此僅提供實驗組1與控制組的範例作品，以說明兩組在劇本結構差異的實際狀況。實驗組1與2各有其優點，建議未來劇本寫作課程可使用此二種模式。本研究為劇本寫作課程與影視作品呈現方式提供初探成果，對影視教育提供新的思考空間。
並列摘要
This study designed teaching tools and methods for a college scriptwriting course. The students used Gather Town, a gamified video conferencing platform, to write scripts as individuals or groups, and the students' learning motivation and performance were compared with those of a control group that did not use the platform. Gather Town enables synchronous video calls in various digital learning or workplace settings that can be customized and embedded with text and hyperlinks. In addition, users can move around and talk to others while taking various avatar roles. Students in scriptwriting course used the platform to create sets for the characters in their scripts, which helped them to envision the scripts beyond the text. Gather Town also offered a means through which the students could meet when they were unable to gather in person due to the COVID-19 pandemic and enabled them to work together online to create their scripts. Data collected from 18-week courses was analyzed with quantitative and content analysis. This study adopted a quasi-experimental design with a pretest and posttest and with nonequivalent groups. A total of 81 sophomore students were divided into 3 groups. Experimental group 1 used Gather Town to write scripts individually, experimental group 2 also used Gather Town to write scripts but they in groups, and the control group wrote scripts individually and did not use Gather Town. The assessments of the scripts were rated by three experts. Groups' motivation and cooperation scores were assessed before and after the semester. The results indicate that learning motivation and cooperation skills of group 2 were significantly higher in the post test than the pretest, possibility were improved during group work. While, only the script structure score of group 1 was higher than that of the control, suggesting that personal scriptwriting supported by Gather Town could also be a choice for future instruction. Selected scriptwriting examples were provided to further show the differences. This study is a preliminary exploration of approaches to scriptwriting courses and to film or television production and offers new perspectives on media education.