利用自我調整理論與鷹架呈現機制探討遊戲式數位學習中的問題解決歷程

Effects of Digital Game-Based Learning on Problem-Solving Process based on Self-Regulation Theory and Scaffold Presentation Mechanism

陳立先(Li-Xian Chen)

指導教授 ： 孫春在

國立交通大學/資訊學院/資訊科學與工程研究所/博士(2018年)

摘要

現今的教育和研究趨勢都在強調自主學習，但如何讓學習者維持自主學習，進而不斷地解決問題，其中關鍵影響因素，一直都未能被細緻的探究。以數位遊戲當作學習指導工具可以支持且強化：問題解決能力、注意力和專注度、學習成效和學習動機。近年來，遊戲式數位學習逐漸地成為各種工作與學習場域中一個關鍵的角色。透過遊戲中的概念與機制激起興趣、維持動機和引發創意，進而願意突破不必要的障礙，有助於學習者認知技能發展與知識的建構。然而，學習者在遊戲學習中時時面對著因挑戰與技能的失衡產生的「卡關」現象，是教育者與研究者極欲想要解決的情況。
數位遊戲環境中普遍存在各種鷹架式的數位輔助工具，藉由適當的鷹架呈現可引導與協助學習者如何持續追求並掌控挑戰。過往的鷹架工具都是由教學者的角度來設計居多，本研究利用眼動資料來分析學習者關注遊戲學習環境的訊息，以便設計出符合學習者的鷹架工具。此外，數位遊戲的規則系統不斷在學習者行動之後產生回饋，要如何善用遊戲中的回饋與酬賞機制，更是待突破的重點。因此，本研究主要的目的是期望藉由合適的遊戲學習設計來維繫學習者持續自主學習，分析遊戲式數位學習的問題解決歷程，並探索此歷程應用在教育現場上的潛力。
本論文進行了三個準實驗設計，基於鷹架理論與自我調整理論整合了眼動量測、自我調節量表、節奏遊戲與數獨遊戲探測學習者如何自我調節的認知與問題解決歷程。在第一個研究中，我們利用眼動儀分析學習者如何認知新的數獨遊戲學習環境以及注意力如何在各種資訊來源之間轉移。第二個研究則是利用具有難度關卡設計的節奏遊戲，探討玩家如何透過自我調整過程達成階段性的目標，並能維持心流體驗，以達到持續學習的效果。在基於研究一和研究二的成果，為了更深入了解玩家在卡關下問題解決的歷程，研究三設計具有輔助功能的鷹架，分析學習者如何利用有限制的資源(不同鷹架呈現與遊戲中的回饋酬賞機制)，解決所面臨的問題及創造出自己的學習方式。
本研究的實驗對象包括國小、國中與高中生。研究結果顯示：(1)進入全新的遊戲學習環境時，需要讓學習者清楚的了解規則，才有助於進行問題解決。(2)經過一段時間歷程後，自我調節才會對心流狀態產生影響。(3)相較於傳統教室學習，在遊戲式數位學習中，主動的失敗能使學習者持續精進的學習。(4)每次結束前的成功經驗直接影響學習者持續學習的意願和下一步選擇的關鍵。(5)在規則明確的學習環境中，提供隱藏的鷹架，可讓有經驗的學習者創造出新的問題解決策略。我們將其中兩項發現的鷹架呈現原則應用在教學現場中，獲得學生們正向的回饋。

關鍵字

自我調整理論 ； 鷹架呈現機制 ； 遊戲式數位學習 ； 問題解決

並列摘要

Contemporary trends in education and research have emphasized active learning. However, how to allow learners to maintain learners’ autonomy and continue problem-solving are the key factors has not been meticulously explored. Using digital games as a learning guidance tool can support and reinforce problem-solving ability, attention and concentration, learning effectiveness and learning motivation. In recent years, digital game-based learning (DGBL) has gradually become an important role in various work and learning fields. Gaming concepts and mechanisms stimulate learners’ interest, maintain motivation and produce creativity and then learners willingly overcome unnecessary obstacles. This helps learners to develop cognitive skills and acquire new knowledge. However, the problem that learners often “stuck at the level” caused by the imbalance between challenges and skills is the educators and researchers are eager to improve.
DGBL environments have a variety of digital assistance tools that can guide learners and let them pursuit active failure. In the past, the scaffolding tools were mostly designed from the instructors' perspective. In order to design scaffolding tool for learners' needs, this study used eye movement data to analyze how learners observed the DGBL environment. In addition, the digital games’ rule systems generate immediate feedback after learners act. How to make good use of the feedback and reward mechanisms in the games is even more important. Therefore, our goal is to maintain the learners’ continuous active learning by combining the appropriate game learning designs and analyze learners’ cognitive and problem-solving process.
This study used three quasi-experimental designs based on self-regulation theory, scaffold theory, the eye movement measurement, rhythm game and Sudoku game to explore how learners self-regulate their problem-solving process. In the first study, we utilized eye tracking movement to analyze how learners perceived a new Sudoku game learning environment and how the attention was diverted between various information. The second study used a rhythm game with difficulty level design to explore how learners can achieve continuous learning through the process of self-regulation, complete stage goals and maintain the flow experience when facing the obstacles. Based on the results of two studies, the third study was designed the scaffold with auxiliary functions to analyze how learners use the restricted resources (different scaffold presentation and reward mechanisms) to solve problems and create their own problem strategies.
Results from experiments involving elementary, senior high and junior school students suggest that (a) the learners will solve the problem faster, if they understand the rules clearly at the beginning; (b) flow state was continuously influenced by self-regulation over time; (c) active failure enables learners to continue advanced learning in game-based digital learning; (d) experiences toward the end of gaming sessions had an influence on learners' continuous learning willingness; (e) providing a hidden scaffolds in rule-based environment allows learners to create new problem-solving strategies. We applied two scaffolding presented principles to the teaching scene and received positive feedback from the students.

並列關鍵字

Self-Regulation Theory ； Scaffolding ； Digital Game-Based Learning ； Problem-Solving

參考文獻

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