以情感設計導入遊戲視覺設計課程設計與演練

遊戲為互動式體驗的載體，遊戲視覺設計上的表現需要精準賦予視覺符號意涵，加深體驗者的記憶深度。本研究以改善遊戲視覺設計課程成效為目標，透過問卷與訪談108學年度修課學生，歸納提出目前場域所面臨之困難問題。為了實際改善學習成效表現，本研究旨在探討如何運用情感設計以社會促進效應建立學生與學生之間的溝通溫度，並加入「團隊合作學習（Team-based Learning, TBL）」提升大學生視覺設計的學習表現。本研究採用行動研究，針對大同大學媒體設計學系109學年度修課同學30名，進行一學年上下學期共三十六週的研究，期間對視覺設計課程以合作學習方式重新加以規劃設計，並進行合作學習教學。本研究共分為三個階段，其一階段為建構理解學生基本能力以利設計規劃學習之課程與教材；為第二階段做準備。在第二階段實施團隊合作學習過程中，利用行動研究具探究深入情境解決實際問題之特點，並加入強情感社群的影響力，促進增強學習動機之功效，並依據收集到學生相關資料，在行動中修正教學方法，第三階段為尋求實際情境中能促進學生學習之教學方式繼續執行，評析實施之成效，做為改進的依據，並實施合作學習的過程整合課程期末成果的發表。

關鍵字

遊戲視覺設計；情感設計；社群情感；知覺；行動研究；翻轉教學

並列摘要

Games are the carrier of interactive experience, and the performance of the game's visual design needs to be accurately endowed with the meaning of visual symbols to deepen the memory of the experiencer. This research aims to improve the effectiveness of game visual design courses. Through questionnaires and interviews with students taking courses in the 108th academic year, this research summarizes and puts forward the difficult problems facing the current field. In order to actually improve the performance of learning, this research aims to explore how to use emotional design to create a socially stimulating effect on the communication temperature between students and students, and to join ＂Team-based Learning (TBL)＂ to improve the visual design of college students Learning performance. This research adopts action research, targeting 30 students who took courses in the 109 academic year of the Department of Media Design of Datong University. A total of 36 weeks of research during the first and second semesters of the academic year was carried out. During this period, the visual design course was re-planned and designed in a cooperative learning manner. Carry out cooperative learning teaching. This research is divided into three stages. The first stage is to construct and understand the basic abilities of students to facilitate the design and planning of courses and teaching materials; prepare for the second stage. In the second stage of the implementation of team cooperative learning, action research is used to explore the characteristics of solving practical problems in depth, and to add the influence of strong emotional communities to promote the effect of enhancing learning motivation. Based on the collected student-related information, The teaching method is revised in the action. The third stage is to continue to implement the teaching method that can promote student learning in the actual situation, evaluate the effectiveness of the implementation as a basis for improvement, and implement the process of cooperative learning to integrate the publication of the final results of the course.

並列關鍵字

Game visual design ； emotional design ； action research

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