混合實境遊戲學習沉浸程度－心流經驗與學習動機之探討

An Exploration of Immersion Factors-Flow Experience and Learning Motivation on Mixed-Reality Instruction Games

陳宥瑄(Yu-Hsuan Chen) ； 王健華(Chang-Hwa Wang) ； 高郁凱(Yu-Kai Kao) ； 林愛雅(Ai Ya Lin) ； 黃靖婷(Ching Ting Huang)

《中華印刷科技年報》 2022 (2022/05) Pp. 211-225

摘要

心流經驗與學習動機是遊戲學式習中判斷沉浸程度的兩項重要因素。研究指出在虛擬情境的遊戲式學習中，心流經驗與學習動機會影響遊戲學習的效果。然而混合實境與虛擬實境不同，遊戲者實際上會與真實世界中的人與物產生互動，進而產生不同的沉浸效果。本研究以自製認識淡水史蹟文物的混合實境遊戲為工具進行一項實驗，以了解混合實境遊戲學習中參與者的心流經驗與學習動機，以及其等對遊戲效果的影響。共計57位綜合大學與科技大學的學生參與實驗，以淡水重要史蹟了解程度前、後測、心流經驗量表、以及學習動機量表等三項研究工具收集資料，共獲得52組有效資料。研究結果除顯示實施本研究所發展之認識淡水文物混合實境遊戲顯著增進參與者對遊戲所介紹史蹟之了解外，更發現參與者的心流經驗與學習動機尚稱良好，且兩者間有高度的關連性，但心流經驗與學習動機對遊戲學習效果沒有明顯的影響。後者與先前多數有關虛擬實境遊戲學習研究所得之結果並不一致。建議後續研究繼續深入探索能有效影響混合實境遊戲效果的因子，作為開發此類遊戲學習策略的參考。

關鍵字

混合實境遊戲 ； 沉浸度 ； 心流經驗 ； 學習動機

並列摘要

Flow experience and learning motivation have considered as important indicators for immersion in mobile games. Research indicates that flow experience and learning motivation affect the outcomes of virtual-reality (VR) games. Mixed reality (MR) game, however, is quite different from VR game because players in MR games are able to live-interact with people or objects in real world, resulting in different game effects, consequently affect the player's immersion during the gameplay. This study conducted an experiment and employed an exclusively designed mixed-reality game to explore the influences of flow experience and learning motivation in mixed reality game environment. A total of 57 subjects from either normal or technology universities were recruited to experience the mixed-reality game that guides them to recognize the histories of several relics in Tamsui, Taipei city of Taiwan. A pretest, a posttest of Tamsui history recognition, a flow experience inventory, and a learning motivation survey were given to all subjects to acquire research data. Results indicate that mixed reality game significantly improves subject's recognition of local histories. Results also reveal that subject's flow experience and learning motivation are medium, but are positively related. However, there is no meaningful relation between flow experience/learning motivation and gains on local history recognition. The latter is incoherent with most past mobile game studies. Further studies that could explore influential factors on game effects are suggested.

並列關鍵字

mixed reality game ； immersion ； flow experience ； learning motivation

參考文獻

Abuhamdeh, S., Csikszentmihalyi, M., & Jalal, B. (2015). Enjoying the possibility of defeat: Outcome uncertainty, suspense, and intrinsic motivation. Motivation and Emotion, 39(1), 1-10.

Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. t. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185–1194.

Avouris, N. M., & Yiannoutsou, N. (2012). A review of mobile location-based games for learning across physical and virtual spaces. J. UCS, 18(15), 2120-2142.

Baillie, L., Morton, L., Moffat, D. C., & Uzor, S. (2011). Capturing the response of players to a location-based game. Personal and ubiquitous computing, 15(1), 13-24.

Baillie, L., Morton, L., Uzor, S., & Moffatt, D. C. (2010). An investigation of user responses to specifically designed activities in a multimodal location based game. Journal on Multimodal User Interfaces, 3(3), 179-188.