個人變項及情緒對於遊戲式學習之影響

The influence of personal factor and emotion on game-based creativity learning

林俊甫(Chun Fu Lin)

指導教授 ： 張瑞益

國立臺灣大學/工學院/工程科學及海洋工程學研究所/博士(2014年)

https://doi.org/10.6342/NTU.2014.11166

摘要

本研究將結合資訊探勘與遊戲式學習，探討學習者對於遊戲偏好類型、學習偏好類型、學習風格、學習態度。其次個人特徵變項（如:學院、性別等）於創造力學習態度之認知歷程，亦是另要探討的項目之一。本研究主要目的為：（一） 分析個人變項與遊戲經驗之關係（二）性別及學院對於創造力學習態度之分析。
在第一項分析中，我們於2014年蒐集94筆大學部學生遊戲經驗調查。研究分析結果顯示學習風格與創造力學習態度在不同的學習偏好、遊戲偏好類型達顯著差異。在第二項分析中，我們進行個人變項，性別、學院，在創造力學習態度之分析。在研究分析結果中顯示，在不同學院與不同性別下，對於創造力學習態度達顯著差異。
透過本研究中所進行的分析結果，有助於教師了解目前大學部學生，在遊戲式學習時，個人特徵與創造力之關係，進而提供適性化教學，提高學習者學習效率。

關鍵字

遊戲式學習 ； 學習態度 ； 學習風格

並列摘要

Data mining technique and game-based learning were applied in this study to explore how a user’s personal traits affect learning performance in game-based learning. Learning styles lead to unique ways of learning (Ross, Drysdale, & Schulz, 2001). This study considered a learning style to analyze user perceptions of a game, using k-means clustering. The goals of the study were as follows.
(1) To analyze the relationship between personal traits and learning experience.
(2) To analyze the relationship between gender, college and learning attitude.

Ninety-four undergraduate students participated in the first stage of the study, the purpose of which was to explore the relationship between personal traits such as learning styles and learning perception in game-based learning. Moreover, personal factor, gender and college were used to examine the potential factors that may influence creativity learning attitudes. The results showed that learning performance differed significantly between gender and college. This study aimed to develop adaptive suggestions for personalized learning and enhance learning performance in game-based learning.

並列關鍵字

Game-based learning ； learning attitude ； learning styles

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