遊戲經驗與自我調節能力對玩家力學概念之影響

The Influence of Game Experience and Self-Regulation on Players’ Mechanics Concept

王俊博

指導教授 ： 孫春在 ； Chuen-Tsai Sun

國立交通大學/理學院/理學院科技與數位學習學程/碩士(2012年)

https://doi.org/10.6842/NCTU.2012.00381

摘要

概念構圖常被用在遊戲式教學上，因概念構圖可將抽象的知識將其結構層次化，而遊戲中潛藏著許多學習的元素，因此教學設計者期望遊戲可助學習者以較具體化方式學習知識概念。觀察遊戲中的某些玩家，會藉由不斷的挑戰同一關卡，來反覆修正本身遊戲行為以達「樂趣」的產生，這是一種自我滿足。而這樣的過程類似學習的自我調節，學習者藉由不斷的修正本身學習的行為或方式以達自我滿足。因此本研究以「憤怒鳥」為遊戲背景，在此遊戲中每一種鳥都有屬於自己的特殊技能，而該技能恰可對應某種物理概念，故本論文的主架構便是藉由遊戲情境驅使個體的自我調節能力表現在概念構圖上。
本研究依進行遊戲與否，將高中二年級受試學生分為：無遊戲組、原遊戲順序組、教師提供順序組共三組。研究中主要透過概念圖的前後測成績，來檢驗高低自我調節能力的學生對概念構圖各子項目(包括關係、階層及連結)有何差異性，另外再檢測遊戲進行與否對概念圖記憶的衰退性是否相關。
由概念圖中各子項目的結果可得知五項結果如下列:
一、 高低自我調節能力對概念構圖有顯著相關性
二、 高自我調節的人會將知識階層化;而低自我調節的人，重點偏向學習單一知識概念
三、 不同的遊戲方式對概念構圖無顯著相關
四、 若有進行遊戲，不論高低自我調節能力，學習者概念圖的記憶可較持久
五、 概念圖中的上下階層關係一旦建立便不易遺忘

關鍵字

數位遊戲 ； 自我調節 ； 概念構圖

並列摘要

Concept mapping is often used as a kind of pedagogy in game-based learning because concept mapping can help students to structure their abstract knowledge.Moreover, there are huge amount of knowledge elements in the games so a more structured approach is needed for effective learning. Therefore, the game-based learning designer can expect the games help the players to learn the concepts embedded in games in a more systematic way. Our observation shows that some
players keep challenging the same game level repeatedly to correct or modify their strategies and get pleasure from it. Such process is similar to the self-regulated process of learning, in which the learners reach the condition of self-gratification by constantly adjusting their ways of learning. In this research, we take the game “Angry Bird” as an example. Each kind of birds in the game has its own special skills, and that may correspond to certain physics concepts. The target of this research is to utilize the plots of the game to reinforce the self-regulation ability of the individuals
and express it through concept mapping.
We divide a group of second-year students of a senior high school into three groups: the non-playing group, the group playing in original puzzle order, and the group playing in teacher-arranged order. The main purpose of the research is to use the analytical results of concept mapping to examine if the students’ varied level of self-regulation ability may reflect in their differences in terms of concept mapping sub-items, including both hierarchical and cross-link relationships. In addition, this research also examines whether playing the game or not may affect the prolonged memory of concept mapping.
The following are five major findings from the outcome of the concept mapping
analysis:
(1) High and low self-regulation abilities show remarkable relevance in concept mapping.
(2) People of high self-regulation put knowledge into a hierarchy; in contrast,people of low self-regulation learn segmented pieces of knowledge.
(3) Different arrangements of puzzles are not remarkably related to the players’concept mapping.
(4) By playing games, learners of either high or low self-regulation ability have prolonged memory in terms of concept mapping.
(5) Once the hierarchical relationship in concept mapping has been established,it will not be easy to forget.

並列關鍵字

Digital Games ； Self-regulation ； Concept mapping

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