不同內容轉換機制之答題遊戲對學生之影響

在任何較為基礎的學習，例如:背單字，需要反覆練習以達到精熟狀態，即有意義理解的重複練習。基於精熟學習的遊戲化答題分為「純答題」及「遊戲式答題」，在遊戲式答題中學習者要答題又要進行遊戲，需要在兩者之間做轉換。在答題式遊戲中如何在遊戲和答題轉換是一個重要的議題，過去多數研究都是使用系統控制的模式，其和玩家控制答題與遊戲轉換時機的玩法及教育內容間的平衡和設計是不一樣的，但並未有研究者對兩種模式的差異進行探討，且較少探討學習者在使用歷程中的專注度。近年來已有許多研究使用眼動儀來追蹤學習者在網頁平台或系統中的眼動歷程及注意力的分配。因此，本研究希望分析在答題遊戲中不同內容轉換機制，對於學習者的學習成效、專注度、遊戲體驗及學習動機有無差異，並透過眼動儀進一步了解學習者在遊戲中的眼動歷程，以提供未來答題式遊戲機制和介面設計的建議。本研究將探討以下研究問題：(1)不同內容轉換機制之答題遊戲對學生學習成效的影響為何? (2)不同內容轉換機制之答題遊戲對學生感受──專注度、遊戲體驗、學習動機的影響為何? (3)不同內容轉換機制之答題遊戲中學生眼動歷程的差異為何? 本研究之研究對象為新北市某國中8年級學生，人數共23人，參與30分鐘的活動，透過眼動儀追蹤學習者在遊戲過程中的眼動歷程，遊戲結束後進行感受問卷及學習者訪談。資料分析上透過成對樣本t檢定來了解使用者在答題遊戲中不同內容轉換機制下，其學習成效、專注度、遊戲體驗、學習動機及眼動數據是否有差異，並將眼動儀所蒐集到的資料進行序列分析，來了解受試者在不同內容轉換機制下，其眼動行為是否有差異。研究結果顯示：(1)學習者使用兩種模式之學習成效並無差異 (2)學習者在使用玩家控制時專注度較高，在作答時較能專注在觀看題目和答案選項; 學習者在使用玩家控制時遊戲體驗較好; 學習者在使用玩家控制時學習動機較高。 (3)眼動數據及序列分析顯示，學習者在使用玩家控制時會在答題畫面停留較長時間，且會隨時注意資源的狀況，在遊戲及答題的轉換頻率較少，所以可以專心在遊戲或答題中。而使用系統控制的學習者則較為專注在遊戲的進行，停留在遊戲及答題畫面的時間比例較為平均，能讓遊玩和學習佔固定時間長度，較能維持學習的時間比例。

關鍵字

答題式遊戲；眼動儀；專注度

並列摘要

In basic knowledge learning, such as memorizing vocabularies, students need to repeat to achieve proficiency. The quiz games based on drill and practice are divided into two types, namely, "questions only" and "gamified questions". In the game-type answer, learners have to play games and answer questions, and they need to make a switch between the two. In quiz games, how to switch between answering questions and gaming is an important issue. In the past, most of the studies used "system control", which is different from the design of "user control" that balances the game playing method and educational content. However, there seems still lack of discussion on the differences between "system control" and "user control". In addition, previous studies mostly discussed the achievement, attitude, and motivation of digital game-based learning, but with less discussion on the users' concentration and cognitive process. In recent years, many studies have used eye trackers to track learners' eye movement process and attention distribution. Therefore, this study aimed to analyze whether "system control" and "user control" in quiz games have different effects on learners' concentration, learning motivation, game experience, and learning effectiveness. Also, further analysis of learners' eye movement process in the game through eye trackers is conducted to provide suggestions on the future quiz game mechanism and interface design. This study explores the following research questions: (1) What are the effects of quiz games with different content switching mechanisms on students' learning results? (2) What are the effects of quiz games with different content switching mechanisms on students' learning experience—concentration, game experience, and learning motivation? (3) What are the differences of students' eye movement process in quiz games with different content switching mechanisms? The participants of this study are 23 students in the eighth grade of a junior high school in Xinbei city. They participated in a 30 minutes activity. During the game, we tracked the learner's eye movement process through an eye tracker. After the game, post-test, feeling questionnaire and learner interview were conducted. In data analysis, the paired samples t-test is used to understand whether there are differences in the concentration, game experience, learning motivation, learning effectiveness, and eye movement data of users under different answer switch mechanisms, and the data collected by eye movement are analyzed in sequential analysis to understand whether there are differences in the eye movement behavior of subjects under different answer conversion mechanisms The result indicated that: (1) There is no difference in the learning outcomes of learners using the different content switching mechanisms (2) Learners show a higher degree of concentration when using "user control", and can focus on reading questions and answer options when answering; Learners have higher learning motivation when using "user control"; Learners have a better game experience when using "user control". (3) Eye movement data and sequential analysis show that learners will stay on the quiz screen for a long time when using "user control", and will pay attention to the status of resources at any time. The frequency of switching between games and quizzes is less, so they can concentrate on the games or quizzes. The learners who use the "system control" are more concentrated on the progress of the game, and the proportion of time staying on the game and quiz screen is relatively average, which can keep playing and learning takes a fixed length of time, and can maintain the proportion of learning time.