具挑戰性質之數位遊戲式教材成效分析

The Effectiveness Analysis of Digital Game-based Learning Materials with Challenges

黃劭宇(Shau-Yu Huang)

指導教授 ： 王育民

國立暨南國際大學/管理學院/資訊管理學系/碩士(2015年)

https://doi.org/10.6837/NCNU.2015.00128

摘要

數位遊戲式學習(Digital Game-based Learning)是一種結合「數位遊戲」與「遊戲式學習」之教育新興方法，其具備了娛樂性、互動性與趣味性等遊戲式學習之特性，並包含圖像、聲音、故事與感官刺激等數位遊戲之元素，由學者們所提出之研究結果得知，透過此一應用，可以達到提升學習者的學習成效、認知能力、學習動機與學習專注力等效果。
沉浸理論(Flow Theory)係指當一個體集中注意力、完全地投入某一情境，而忽略所有與該情境不相關之知覺，進入一種經驗共同模式，則稱此一個體進入「沉浸」之狀態。而進入沉浸狀態所必須達到之先決條件為「個體所具備之技巧與情境所給予之挑戰必須達到平衡」，當兩者達到高度平衡狀態時，方有可能進入沉浸狀態。
本研究之主要目的擬結合「數位遊戲式學習」與「沉浸理論中個體技巧與情境挑戰之平衡」，以資料庫正規化教材為例，透過設計三種不同的教學教材，分別比較傳統式學習方法、簡單式遊戲式學習方法與挑戰式遊戲式學習方法對於學習者在沉浸程度、教材持續使用意願與學習成效之影響。

關鍵字

數位遊戲式學習 ； 數位遊戲式教材 ； 沉浸理論

並列摘要

Digital game-based learning is a new way of education that combines “digital games” and “game-based learning”. It includes the characteristics of game-based learning such as entertainment, interactivity and fun. Furthermore, it also contains the elements of digital games such as images, sounds, stories and sensory stimulation. According to the research of the experts, applying digital game-based learning can enhance not only the learning efficiency and the cognitive ability but also the learning motivation and the studying concentration.
Flow theory describes that an individual completely sinks into a situation without any irrelevant perception. In other words, the situation of entering into the mode of common experience is called “Flow”. In addition, the prerequisite of entering into the mode of “Flow” is the equilibrium between the skills of the individual and the challenges from the situation; namely, only if both of them balance considerably, the individual may enter into the mode of “Flow”.
The main purpose of this research is to combine digital game-based learning and the equilibrium between individual skills and situational challenges. This research took database normalization as the material topic and compared three different kinds of instruction materials including traditional learning method, simple game learning method and challenging game learning method. Finally this research found the different effects of the users’ degree of flow, the aspiration to keep using the teaching material, and the learning efficiency among those teaching material.

並列關鍵字

Game-based learning ； digital game-based learning ； Flow theory

參考文獻

西文文獻：

【1】 A. Rollings & E. Adams, 2003,” Andrew Rollings and Ernest Adams on Game Design”,中譯「大師談設計」，上奇科技出版社。

【2】 C. Fabricatore, M. Nussbaum & R. Rosas, 2002,”Playability in Action Videogames: A Qualitative Design Model”, Human-Computer Interaction, Vol. 17, p.311-368.

【3】 D. A. Kolb, 1984, “Experiential Learning: Experience as the Source of Learning and Development”, Financial Times/ Prentice Hall.

【4】 D. G. Ellis, E. J. Voeklkl & C. Morris, 1994,” Measurement and analysis issues with explanation of variance in daily experience using the flow model”, Journal of Leisure Research, Vol. 26, No. 4, p.337-356.