隨著行動科技的快速發展,以手持式載具如智慧型手機或PDA,進行博物館或藝術中心行動導覽的方式也迅速普及化。在藝術中心裡,雖有設置定點資訊導覽,但大多數的遊客,無法在定點對展覽品進行深入瞭解。因此如何提高遊客在參觀的過程中,增加對展覽品的興趣與動機是非常重要的議題。同時在數位學習領域中有多位學者提出遊戲式學習的概念,以遊戲增強學習者的學習興趣與學習動機。本研究是以嘗試將遊戲式學習的元素導入到藝術中心的行動導覽當中,來探討是否也可以有效的提高學習者的學習興趣與動機。因此開發一套遊戲式行動導覽系統於臺灣某科技大學的藝術中心進行導覽,實驗對象為108位大專生,分為實驗組(遊戲式)與對照組(非遊戲式)來探討對科技接受模式中之認知易用性、認知有用性、使用態度、行為意圖,以及對學習過程中的有趣性與認知負荷所造成的影響。研究結果發現以遊戲的方式所建立的行動導覽系統,的確增加了學習時的有趣性,而在遊戲式行動導覽的過程中,認知負荷會影響有趣性,有趣性會影響使用態度,使用態度與認知負荷則會對行為意圖造成影響。
With the rapid development of science and technology, mobile navigation with handle devices, such as smart phones and PDAs (personal digital assistant), has become very popular. In the art center, although there is the provision of information, the majority of visitors do not understand the meaning of exhibits. How to improve the learners’ learning interest and learning motivation is very important in learning process. In the field of digital learning, many scholars have proposed some game-based learning concepts to enhance the learners' learning interest and learning motivation in learning process. This study tries to add game-based learning into a mobile navigation system at the art center, and explores whether to improve the learners’ learning interest and learning motivation. A total of 108 participants are divided into experimental group (game-based learning) and control group (non-game-based learning) in the experiment in order to explore the influence for the perceived ease of use, perceived usefulness, using attitude, and future willingness in the ATM (technology acceptance model). This study also explores the interaction between ATM and learning interest and cognitive load. The results show that the experimental group is more better than the control group in learning interest. For the experimental group, we find the following facts. The cognitive load will affect the learning interest. The learning interest will affect the using attitude. The using attitude and cognitive load will affect the future willingness.