Translated Titles

The Study of Online Game-based Learning System with Learning Companion



Key Words

數位遊戲 ; 數位遊戲式學習 ; 學習夥伴 ; Digital Game ; Digital Game-based Learning ; Learning Companion



Volume or Term/Year and Month of Publication


Academic Degree Category




Content Language


Chinese Abstract

遊戲在人類發展中扮演了非常重要的角色。由於多媒體科技的進步,現今的數位遊戲充滿了虛幻、規則、目標、感官刺激、神秘、挑戰、及控制等特性,激起了學習者的參與動機,因此透過數位遊戲來學習已成為一種趨勢,因數位遊戲具有遊戲特性,提升使用者的專注情形並投入其中,透過這樣的體驗能夠讓人們專注於學習之上,但學習者可能只將專注力放在遊戲的娛樂非學習上,原因在遊戲與教學內容之間連結鬆散,反而減低學習者的學習動機。學習夥伴具有同儕互動並提高動機及學習成效的特性,因此本研究建置一具學習夥伴機制之線上遊戲學習系統,以解決遊戲與學習內容鬆散連結問題。本研究以北市某國小六年級學生為研究對象,探討學習者分別利用學習夥伴機制進行線上遊戲教學與一般線上遊戲教學在學習成效上的差異,並透過遊戲系統的歷程紀錄檔案,分析使用本研究之系統後高低分群學習者在遊戲行為上之差別。 本研究之研究結果如下:1.使用本系統學習者在學習成效上明顯優於一般線上遊戲學習者。2.透過序列分析分析學習者行為後發現,學習者與具學習夥伴機制之線上遊戲學習系統之互動能幫助學習者增加其自然與生活科技電與能源課程相關知識之學習成效。

English Abstract

Game plays an important role in human being developments. Current multimedia technology is improving fastly. Today’s digital game fills of characteristics, such as fantasy, rule, goal, excitement, mystery, challenge, and control. And those characteristics motivate participants to play digital game, so there has become a trend to learn in digital game. Because digital game has game’s traits, that makes people immerse and concentrate in digital games. Using that kind of advantage can make people focus on learning, but participants could only want to play digital game not to learn in games. The reason is the link between learning contents and game contents isn’t tight enough. Learning Companion has characteristics such as peer interaction, gaining motivation, and learning outcomes. Therefore, this study constructs an online game-based learning system with learning companion to solve the problem in linking learning contents and game contents. The study selected students at 6th grade of Elementary school in Taipei City. We analyzed the learning outcomes between two groups after using different kind of online game-based learning system. And we also analyzed the system records in our game-based learning system, and used sequential analysis method to discover different behavior between high learning achievement and low learning achievement students. After experiment and analyzing, we proposed the conclusion as follows: 1. The achievement of experiment group student is higher than control group. 2. By using sequential analysis, we discover that the interactions between students and proposed system can help students get more learning achievement of electronic and energy course in life and technology domain.

Topic Category 科技學院 > 工業科技教育學系
工程學 > 工程學總論
社會科學 > 教育學
  1. 李貞穎(2008)。以線上遊戲實施創造力教學與評量之研究。國立台灣師範大學工業科技教育學系碩士論文,未出版,台北。
  2. 蔡福興(2008)。線上遊戲式學習在知識獲取與學習遷移成效之研究。國立台灣師範大學工業科技教育學系博士論文,未出版,台北。
  3. Baranauskas, C. C., Neto, N. G. G., & Borges, M. A. F. (2001). Learning at work through a multi-user synchronous simulation game. International Journal of Continuing Engineering Education and Life Long Learning, 11(3), 251-260.
  4. Bruner, J.S. (1960). The Process of Education. Cambridge: Harvard University Press.
  5. Chan, T. W. & Baskin, A. B. (1988). Studying with the prince: The Computer as a Learning Companion. Paper presented at International Conference of Intelligent Tutoring Systems, Montreal, Canada.
  6. Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain. New York: Putnam.
  7. Dautenhahn, K., Bond, A. H., Canamero, L., & Edmonds, B. (Eds.). (2002). Socially intelligent agents: Creating relationships with computers and robots. Norwell, MA: Kluwer Academic Publishers.
  8. Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(4), 441-467.
  9. Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy? ACM Computers in Entertainment, 1(1), 1-4.
  10. Griffin, M. M., & Griffin, B. W. (1998). An investigation of the effects of reciprocal peer tutoring on achievement, self-efficacy, and test anxiety. Contemporary Educational Psychology, 23(3), 298–311.
  11. Hsiao, H.C. (2007). A Brief Review of Digital Games and Learning. Paper presented at IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning, Jhongli, Taiwan.
  12. Kim, Y. (2004). Pedagogical agents as learning companions: The effects of agent affect and gender on learning, interest, self-efficacy, and agent persona. Florida State University, Tallahassee, FL.
  13. Kim, Y., & Baylor, A. L. (2005). The impact of affective expression and gender of a learning companion. Paper presented at Annual Conference in American Educational Research Association, Montreal, Canada.
  14. Kim, Y., & Baylor, A. L. (2006). Pedagogical agents as learning companions: The role of agent competency and type of interaction. Educational Technology Research & Development, 54(03), 223–243.
  15. Kort, B., Reilly, R., & Picard, R. W. (2001). An affective model of interplay between emotions and learning: Reengineering educational pedagogy-building a learning companion. Paper presented at IEEE International Conference on Advanced Learning Technologies, Madison, WI.
  16. Lave, J., & Wenger, E. (2001). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  17. Malone, T. (1981). What makes things fun to learn?: A study of intrinsically motivating computer games 1980, Palo Alto, CA: Palo Alto Research Center.
  18. Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. London, UK: Learning and Skills Development Agency.
  19. Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 2004(8), 1–18.
  20. Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
  21. Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52, 1–12.
  22. Picard, R. W. (1997). Affective computing. Cambridge, MA: The MIT Press.
  23. Powell, J. V., Aeby, V. G., & Carpenter-Aeby, T. (2003). A comparison of student outcomes with and without teacher facilitated computer-based instruction. Computers & Education, 40, 183–191.
  24. Prensky, M. (2001). Digital Game-Based Learning. New York: McGraw-Hill.
  25. Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 71-94.
  26. Ryokai, K., Vaucelle, C., & Cassell, J. (2003). Virtual peers as partners in storytelling and literacy learning,”Journal of Computer Assisted Learning, 19(2), 195–208.
  27. Salomon, G. (1990). Cognitive effects with and of computer technology. Communication Research, 17(1), 26–44.
  28. Yarrow, F., & Topping, K. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71, 261–282.
  29. Bakeman. R., & Gottman, J. M. (1997). Observing Interaction: an Introduction to Sequential Analysis, 2nd ed. Cambridge University Press: Cambridge.
  30. Bower, G. H., & Forgas, J. P. (2001). Mood and social memory. In J. P. Forgas (Ed.), Handbook of affect and social cognition (pp. 95-120). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  31. Chamillard, A. T. (2006). Introductory game creation: no programming required. Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education SIGCSE _06.
  32. Chiplin-Williams, G. J. (1997). Effects of peer-mediated versus adult-mediated intervention on learning community and domestic skills. Unpublished dissertation. Florida State University, Tallahassee, FL.
  33. Denham, S. A., & Kochanoff, A. (2002). “Why is she crying?” Children’s understanding of emotion from preschool to preadolescence. In The wisdom in feeling (239–270). New York: The Guilford Press.
  34. Forgas, J. P. (Ed.). (2001). Handbook of affect and social cognition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  35. Hewitt, I., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75–96.
  36. King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educational Psychology Review, 10(1), 57–74.
  37. Moreno, K. N., Person, N. K., Adcock, A. B., Eck, R. N. V., Jackson, G. T., & Marineau, J. C. (2002). Etiquette and efficacy in animated pedagogical agents: The role of stereotypes. Paper presented at the AAAI Symposium on Personalized Agents, Cape Cod, MA.
  38. Rebecca T. (2004). Game-Based Learning. Retrieved December 25, 2008, from http://serc.carleton.edu/introgeo/games/
  39. Rollings A., & Adams E., (2003). Andrew Rollings and Ernest Adams, Andrew Rollings and Ernest Adams on game design, New Riders Group.
  40. Rubin, K. H., Fein, G. G., & Vandenberg, B. (1983). Play. In P.H. Mussen(Ed.), Handbook of Child Psychology: Vol. 4. Socialization, Personality, and social Development (4th ed., 693-774). New York: Wiley.
  41. Salomon, G. (2001). Distributed cognition: Psychological and educational considerations. New York: Cambridge University Press.
  42. Salomon, G., & Almog, T. (1998). Educational psychology and technology: A matter of reciprocal relations. Teachers College Record, 100(2), 222–241.
  43. Thomas, S., Schott, G., & Kambouri, M. (2003). Designing for Learning or Designing for Fun? Setting Usability Guidelines for Mobile Educational Games. Proceedings of MLEARN 2003.
  44. Topping, K., Hill, S., McKaig, A., Rogers, C., Rushi, N., & Young, D. (1997). Paired reciprocal peer tutoring in undergraduate economics. Innovations in Education and Training International, 34(2), 96–113.
  45. Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with education: Evaluation of its educational effectiveness. Educational Technology and Society, 8(2), 54–65.
  46. Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  47. Wertsch, J. V., Minick, N., & Arns, F. J. (1984). The creation of context in joint problemsolving. In B. Rogoff & J. Lave (Eds.), Everyday cognition (151–171). Bridgewater, NJ: Replica Books.
Times Cited
  1. 洪紹瑞(2017)。數位視覺設計融匯虛擬化身與學習夥伴之應用對中學生悅 趣式古文學習感知之探討。清華大學資訊系統與應用研究所學位論文。2017。1-218。