學習從“心”開始：數位學習之心流經驗與腦波分析

Flow Experience and Challenge-Skill Balance in e-Learning

許銘彰(Ming-Chang Hsu)

指導教授 ： 汪志堅

國立臺北大學/商學院/資訊管理研究所/碩士(2013年)

摘要

心流是一種最理想的體驗狀態，通常發生在人們所從事的任務或活動中，當個人本身的技巧與所面對的挑戰一致時，便會進入心流，並感到愉悅與快樂。為了得知學習者在數位學習上的狀況，本研究試圖探討心流狀態對數位學習使用之影響，共進行了三個實證研究。實證研究一是給予148位大學生數位內容的學習，並以問卷調查的的方式了解技巧與挑戰的平衡是否會影響心流，而心流對學習結果的影響亦是本研究欲探討之重點。結果顯示，挑戰與技巧平衡的學習者所感受到的心流程度會較不平衡的學習者為高，而在學習績效上有進步的學習者，其心流程度也顯得較高。實證研究二使用生心理的衡量方法，來記錄20位學習者在學習過程的腦波。研究發現腦波的專注程度指標與心流具有正向顯著相關，另外，挑戰和技能的平衡對於學習者的專注度亦有一定的影響關係。實證研究三是希望藉由媒體豐富度來提升學習者的心流和學習效果，過程將196位受測者分為高媒體豐富與低媒體豐富兩組，藉此觀察兩組之間的差異。研究結果證實高媒體豐富的數位內容有助於學習者的心流提升，而學習效果方面，高媒體豐富組亦高於低媒體豐富組。最後，教育者或數位平台開發人員可藉由本研究所得之結果與建議，設計合適的數位教材內容，進而讓學習者能夠更樂於獲取新知與學習。

關鍵字

心流經驗 ； 數位學習 ； 腦波 ； 媒體豐富度

並列摘要

Flow is an optimal experience resulting in intense engagement in the activity. People achieved flow state when they perceived balance between challenge of the activity and their skill to the activity. The concept of flow can be used to explore students’ learning performance in e-learning environment. This research conducted three empirical studies which aim to empirically explore the effect of challenge-skill balance on the flow experience and the influence of flow experience on learning satisfaction and learning performance in e-learning environment. The first study adopted a quasi-experimental design with questionnaire survey. The empirical survey results have shown that challenge-skill balance is an antecedent factor affecting learners’ flow experience. Once learners reach flow experience, their learning performance and learning satisfaction would get improved. The second study carried out an electroencephalography (EEG) analysis, a psychophysiological method. The results found that flow experience is relative with learners’ attention measured by EEG brainwave signal. Learners’ perception of challenge-skill balance would influence their attention in e-learning activities. The current research is also in the pioneering position using non-medical purpose of EEG device in e-learning research. The final study examined the impact of media richness on flow experience and learning outcomes. The results provided the evidence that learners who were in the rich media group would experience higher average flow than those in the lean media group. Also, learners’ learning outcomes will be enhanced by adding rich media elements to learning content. Implications for educators or e-learning platform developers were provided to make e-learning more meaningful and enjoyable.

並列關鍵字

Flow experience ； e-Learning ； Electroencephalography (EEG) ； Media richness

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