- 學位論文
應用個人化活動產生器於博物館學習的角色扮演遊戲
Personalized Activity Generator in Mobile Context-awareness Role Playing Game for Museum Learning
摘要
在大部分的傳統學習中，學生必須依照老師的指導來學習，也無法實際觀察到學習物件，對學生來說學習上有所限制,而在非正式學習中，學生可以自己選擇有興趣的學習物件或主題進行學習，且學習環境不限於在教室中，知識可以經由朋友間討論而獲得，也可以透過參觀各式各樣的展覽，而博物館學習是一種非正式學習，且博物館具有非常豐富的學習資源，因此本研究選擇博物館學習作為研究的目標。 而我與我的研究團隊在這個研究中，有三個重要目的是我們想要實現的: (1) 行動: 學生在博物館學習時，必須不斷的在博物館中移動以獲得博物館中的知識，本研究利用行動裝置如個人行動助理(PDA)或是手機解決行動的議題。 (2) 活動設計: 如何設計出一個適合學生興趣的個人化學習活動? 本論文的解決方法為分析博物館中展覽文物的相關性並存入情境感知的知識結構中，並以此設計出一個活動產生器，此活動產生器根據知識結構中儲存的展覽文物資訊，提供給學生一個依學生興趣所推薦的學習活動順序。 (3) 動機: 如何能使學生覺得博物館有趣且提昇學生的學習動機呢? 由於遊戲式學習對學生具有三點好處(1) 有趣 (2) 提昇學習動機 (3) 可延緩忘記獲得的知識。 本研究將博物館學習加入遊戲學習的元素來解決此問題。 因此，我們設計了以活動產生器為基礎的博物館學習遊戲 ”故宮冒險”， 故宮冒險實現遊戲式學習的四個元素為: 1. 挑戰: 學生獲得的任務具有不同難度，任務的內容是由廣泛的概念到特殊的概念。 2. 好奇: 學生透過獎賞機制以及與非玩家角色的互動來引發動機。 3. 控制: 故宮冒險使學生可以依興趣選擇任務主題。 4. 奇幻: 學生可以藉由扮演遊戲中的角色融入遊戲中。 本論文的研究經過實驗的驗證，主要有四項較重要的成果: (1) 學生可透過故宮冒險在故宮獲得知識。 (2) 年紀較大的學生在測驗上的表現比年紀較小的學生好。 (3) 有與同伴一起玩故宮冒險的學生會比單獨玩故宮冒險的學生更覺得有趣。 (4) 獎賞機制可以增進學生玩故宮冒險的動機。
並列摘要
Most of the classroom learning is teacher lead which students cannot observe and touch learning objects in real environments. Informal learning is different from traditional learning. Students can select learning objects by themselves in informal learning. Museum learning is informal learning. The knowledge of museums is so abundant that that are chosen to be the learning environment by this study. This study tries to achieve three goals: (1) Mobility: Students in an informal learning environment like a museum always keep moving around and learn relevant knowledge. The solution that the research team surveyed is mobile device such as personal digital assistant (PDA) or Smartphone. (2) Activity design: How can we design the personalize activities which are adapted to students’ interest? The way of this study is that analyzes the relations among the artifacts in museum. The activities’ duration of informal learning are not fixed. Hence, this study designs “Activity Generator (AG)”. AG generates the sequence of recommended activities based on the knowledge of artifacts. (3) Motivation: How can we make museum leaning be interesting and motivational to the students. The research team’s method is to embed game elements into museum learning, because of games are fun, enjoyable and beneficial to learners. Thus, this study designs an AG based museum learning game “National Palace Museum Adventure (NPMA)”. NPMA embeds game-based learning’s elements: I. Challenge: NPMA provides students the activities from general to specific knowledge. II. Control: NPMA enables students to select learning topic which they are interested in. III. Fantasy: Students can act a role in NPMA and may be immersed in. IV. Curiosity: Students can be motivated through interacting with NPC and getting feedback in NPMA. Four achievements of this study are: (1) Students can obtain knowledge through NPMA. (2) Older students have better performance of test than younger ones. (3) Playing NPMA with small group is more interesting than p alone. (4) Reward can motivate students to keep playing NPMA.