探究角色扮演遊戲中先備知識對學習成就、動機及眼動歷程的影響

角色扮演遊戲是遊戲式學習領域中最常被應用的遊戲類型，其中共同的三個可運用場景是：環境、對話和任務。然而，目前研究很少針對這些共同的場景，做進一步探究。此外，目前遊戲式學習的研究趨勢，大多將焦點著重於「遊戲後」的提升學習成效及動機，較少研究針對學習者在「遊戲中」的專注力、注意力分配等學習歷程做進一步的分析。近年來，隨著眼動技術的發展，透過眼動儀追蹤學習者的眼動歷程來分析注意力分配的情形，開始被應用在遊戲式學習的領域。因此，本研究目的希望分析角色扮演遊戲系統對於學習者在學習成就及學習動機的幫助，並透過眼動技術進一步了解學習者在遊戲中的眼動歷程，以提供未來教育遊戲設計上的建議。研究問題共有三個，分別是：（1）角色扮演遊戲是否有助於提升學習者在教材內容上的學習成就？（2）角色扮演遊戲是否有助於提升學習者在教材內容上的學習動機？（3）先備知識的差異如何影響在遊戲式學習中的眼動歷程？本研究的研究對象為22位有角色扮演遊戲經驗的大學生，透過前測將學習者分為高、低先備知識能力兩個組別，接著進行60分鐘的遊戲系統介入，並使用眼動儀同步追蹤學習者在遊戲中的眼動歷程，偵測率為60Hz/sec。遊戲結束後進行後測，包含成就測驗、動機問卷、學習者訪談。資料分析上，研究透過t檢定及描述性統計分析學習者在系統介入後學習成效及學習動機的表現，並將先備知識與眼動軟體（Tobii Studio）所蒐集的眼動資料進行t檢定，最後將分析結果配合眼動熱像圖及學習者訪談進行統整，了解先備知識對於學習者眼動歷程的影響。研究結果顯示：（1）在學習成就的部分，整體上學習者在角色扮演遊戲系統的介入後，學習成就有顯著的進步；以高低先備知識分組進一步分析，發現兩組在學習成就上均有顯著的提升。（2）在學習動機的部分，整體上學習者認為角色扮演遊戲系統有助於學習動機；以高低先備知識分組進一步分析，兩組也都有高度的學習動機。（3）眼動歷程的部分，在「環境場景」部分，從整體的凝視次數比例可發現，學習者投入較高的注意力在操作遊戲角色，且會不時留意地圖的區域，較少關注任務提示；而地圖也是高低先備者凝視次數比例的關鍵差異。其次，在「對話場景」部分，從整體的凝視次數比例可發現，學習者能將注意力主要集中在閱讀對話區的文本內容，較不會關注畫面其他的區域；而畫面背景區域是高低先備者凝視次數比例的關鍵差異。最後，在「任務場景」部分，從整體的凝視次數比例可發現，學習者會將主要將注意力集中在可操作的區域，較少關注輔助內容；而在可操作區域的凝視次數比例，也是高低先備者的關鍵差異

關鍵字

角色扮演遊戲；遊戲式學習；眼動歷程

並列摘要

Role-playing games are the most commonly used game type in the field of game based learning. The three common applicable scenarios are: environment, dialogue, and task. However, the current research rarely focuses on these common scenarios and does further exploration. In addition, game based learning mostly focuses on the improvement of learning effectiveness and motivation after the game, while less research focuses on the learning process of learners in the game such as their concentration and attention distribution for further analysis. Recently, with the development of eye movement technology, tracking learners’ eye movements to analyze the distribution of attention has begun to be used in the field of game based learning. Therefore, the purpose of this research is to analyze the help of role-playing game system's for learners in learning achievement and learning motivation, and to further understand learners' eye movement process in games through eye tracking technology, so as to provide suggestions on the design of future educational games. There are three research questions: (1) Will role-playing games help improve learners' learning achievements in the content of textbooks? (2) Will role-playing games help improve learners' motivation in the content of textbooks? (3) How do differences in prior knowledge affect the eye movement process in game based learning? The participants of this research are 22 college students with experience in playing role-playing games. Through pre-testing, learners are divided into two groups, high and low prior knowledge, then tested by a 60-minute game system intervention and with eye trackers simultaneously tracking the learner's eye movement in the game, with a detection rate of 60Hz/sec. After the system intervention, post-tests are conducted, including achievement tests, motivation questionnaires, and learner interviews. In terms of data analysis, the study adopts t-tests and descriptive statistics to analyze learners' learning effectiveness and learning motivation performance after system intervention, and it uses t-tests to analyze the relationship between learners’ prior knowledge and eye movement data which is collected by eye tracking software (Tobii Studio). The statistic results will be integrated with the eye movement heatmap and learner interviews to understand the influence of the prior knowledge on the learner's eye movement process. The research results show that: (1) In the part of learning achievement, as a whole, learners have made significant progress in learning achievement after the intervention of the role playing game system; as for further analysis in high and low prior knowledge learners, it is found that the two groups have a significant improvement in learning achievement. (2) In the part of learning motivation, as a whole, learners believe that the role-playing game system is helpful for learning motivation; as for further analysis in high and low prior knowledge learners, both groups also have high learning motivation. (3) In the part of the eye movement process, in the "Environmental Scene", from the overall ratio of fixation counts, it can be found that learners devote higher attention in the operation of the game character, and they will pay attention to the area of the map from time to time while pay less attention to the task prompt. The map is also the key difference in the ratio of fixation counts. Secondly, in the "Dialogue Scene", from the overall ratio of fixation counts, it can be found that learners can focus on reading the text content in the dialog area and less attention to other areas of the screen. In the background area of the screen is high and low prior knowledge learners’ key difference in the ratio of fixation counts. Finally, in the "task scene", from the overall ratio of fixation counts, it can be found that learners will mainly focus on the puzzle (operate) area, and the proportion of attention to translation (reference content) is lower; The ratio of fixation counts in the puzzle area is the key difference between the high and low prior knowledge learners.