毒品經驗與遊戲先備知識對客製化與個人化遊戲式反毒宣導系統的影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：9

、訪客IP：18.218.169.50

姓名

黃昌勱(Chang-Mai Huang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

毒品經驗與遊戲先備知識對客製化與個人化遊戲式反毒宣導系統的影響
(The Effects of Drug Addiction and Prior Game Knowledge on Game-Based Anti-Drug System: Customization vs. Personalization)

相關論文

★ 將可用性整合融入遊戲式學習	★ 探討認知風格對於行動學習與合作學習的影響
★ 學習型網站的可用性評估：從問題到解決方案	★ 從人因的觀點評估遊戲式學習
★ 探討認知風格在遊戲式學習中對於客製化與個人化系統的影響	★ 探討認知風格在行動學習中對於客製化與個人化系統的影響
★ 性別差異與認知風格對合作化遊戲式學習的影響	★ 探討認知風格如何影響使用者在行動載具下使用電子期刊
★ 探討專家和新手對遊戲式學習進行可用性評估的觀感差異	★ 探討背景音樂和認知風格對遊戲式學習的影響
★ 以多媒體科技和數位遊戲為小小人兒及患者家屬發展線上生活百科	★ 先備知識對註記式多媒體電子書的影響研究：從個別環境到分享環境
★ 從認知風格的角度探討提示對學習英文片語與文法的影響	★ 探討先備知識對學習者在使用鷹架英文學習系統的影響: 限制與扣分機制
★ 發展動畫電子書之研究：從性別差異到性別均等之歷程	★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

近年來，毒品氾濫造成嚴重的社會問題。為了提升人民的反毒意識，政府透過許多管道宣導反毒訊息。然而，過去的研究指出這些管道存在許多限制。因此，本研究結合遊戲式學習(Game-based Learning)與反毒教材(Anti-drug Materials)，發展遊戲式反毒宣導系統。然而，先前的研究指出遊戲式學習也存在一些問題，例如可能會增加學習者學習時的認知負荷，並且因為學習者擁有不同的背景與經驗，因此並非所有學習者都可以克服這些問題。為此，有必要發展個別化的遊戲式反毒宣導系統。建立個別化的方式包括客製化(Customization)與個人化(Personalization)兩種，並且此兩種方式具有不同的特點，可能適合不同學習者的特質。在學習者的特質中，毒品經驗與遊戲先備知識扮演相當重要的角色。為此，本研究進行了兩個實證研究，在實驗一中，本研究建立了一個客製化遊戲式反毒宣導系統探討毒品經驗與遊戲先備知識如何影響學習者對此系統的反應。實驗一的結果指出，無毒癮者比有毒癮者展現更好的學習與遊戲成效。並且在遊戲過程中，無毒癮者專注在完成遊戲任務而有毒癮者專注在學習反毒教材。另一方面，高遊戲先備知識者有較好的遊戲成效但他們認為遊戲過於簡單，而低遊戲先備知識者在遊戲過程中頻繁地進行遊戲任務，並且他們需要透過影片來具體地呈現遊戲提示。

根據實驗一中不同毒品經驗與遊戲先備知識學習者的成果、偏好與行為表現，在實驗二中進一步發展了一套個人化遊戲式反毒宣導系統，探討不同毒品經驗與遊戲先備知識的學習者對於客製化與個人化遊戲式反毒宣導系統有何不同的反應。實驗二的結果顯示，不同毒品經驗與遊戲先備知識的學習者在個人化遊戲式反毒宣導系統中有較好的學習成效與學習觀感，並且他們在遊戲過程中完整地學習反毒資訊。最後，本研究也根據結果建立了一個圖形化的模型，此圖形化模型可以幫助研究人員、學習者與遊戲設計者根據每一個人的特質選擇適合的遊戲式反毒宣導系統，以達到適性化學習的目標。

摘要(英)

The spread of drugs causes serious problems recently. To enhance people awareness of drugs’ harm, several approaches were adopted to deliver anti-drug materials. However, limitations were observed in these approaches. Thus, this research develops a game-based anti-drug system (GADS), which incorporates anti-drug materials into game-based learning.

However, previous research indicated that game-based learning may cause some problems, such as the increase of learners’ cognitive overload. Nevertheless, not all of learners can overcome these problems because learners have diverse characteristics. Thus, two approaches, i.e., customization and personalization, can be applied to accommodate students’ individual differences, especially drug addiction and prior game knowledge. However, such two approaches have different advantages and disadvantages. Thus, there is a need to compare the effectiveness of these two approaches.

In order to get a complete understanding of whether the customized and personalized GADS are suitable to learners with different levels of drug addiction and prior game knowledge, two empirical studies were conducted. In Study One, a customized game-based anti-drug system (CGADS) is developed and drug experience and prior game knowledge were considered as a target to investigate learners’ reactions to the CGADS. The results indicated that non-addictive learners had better game performance and learning performance than addictive learners Moreover, non-addictive learners focused on playing digital games while addictive learners focused on learning anti-drug materials during the gaming process. On the other hand, learners with high prior game knowledge showed better game performance and they thought that the CGADS was too simple while learners with low prior game knowledge frequently completed the game quests and they did not favor the game hints provided by the CGADS.

Based on such different preferences, a personalized game-based anti-drug system (PGADS) was developed to further examine how drug addiction and prior game knowledge affected learners’ reactions to the CGBLS and PGBLS differently in Study Two. The results showed that learners with the PGADS had better learning performance and perceptions than those with the CGADS. Moreover, learners with the PGADS learned the anti-drug materials completely. Based on the results of each study, a framework is produced. This framework can be applied to support researchers, learners and designers to promote the effectiveness of game-based anti-drug systems.

關鍵字(中)

★ 毒品經驗
★ 遊戲先備知識
★ 遊戲式反毒宣導系統
★ 客製化
★ 個人化

關鍵字(英)

★ drug addiction
★ prior game knowledge
★ game-based anti-drug system
★ customization
★ personalization

論文目次

摘要 i
Abstract iii
Table of Contents v
List of Figures viii
List of Tables ix
Chapter 1 Introduction 1
1.1 Background 1
1.2 Chapter Outline 4
1.3 Summary 5
Chapter 2 Literature Review 7
2.1 Anti-drug Materials Dissemination 7
2.2 Game-based Learning 8
2.3 Personalization vs. Customization 12
2.4 Summary 14
Chapter 3 Methodology Design 15
3.1 Introduction 15
3.2 Objectives 16
3.3 Research Design 16
3.4 Research Instruments 19
3.4.1 Game-based Anti-drug System 19
3.4.2 Pre-test/Post-test 25
3.4.3 Questionnaire 25
3.5 Data Analyses 26
3.6 Summary 27
Chapter 4 Study One: Customization 28
4.1 Participants 28
4.2 The Customized Game-based Anti-drug System 28
4.3 Experimental Procedures 30
4.4 Data Analyses 30
4.5 Results 32
4.5.1. Quantitative Measurement 32
4.5.1.1 Drug Addiction 32
4.5.1.2 Prior Game Knowledge 38
4.5.2. Qualitative Evaluation 44
4.5.2.1 Drug Addiction 44
4.5.2.2 Prior Game Knowledge 45
4.6 Discussion 47
4.7 Summary 49
Chapter 5 Study Two: Customization vs. Personalization 50
5.1 Development of the Personalized Game-based Anti-drug System 50
5.1.1 Drug Addiction 50
5.1.2 Prior Game Knowledge 52
5.2 Empirical Study 57
5.2.1 Participants 57
5.2.2 Experimental Procedures 57
5.2.3 Data Analyses 58
5.3 Results and Discussions 60
5.3.1 Quantitative Measurement 60
5.3.1.1 Overall 60
5.3.1.2 Drug Addiction 64
5.3.1.3 Prior Game Knowledge 73
5.3.2 Qualitative Assessment 82
5.3.2.1 Drug Addiction 82
5.3.2.2 Prior Game Knowledge 84
5.4 Summary 85
Chapter 6 Conclusions 87
6.1 Main Conclusions 87
6.2 Contributions 96
6.3 Limitations and Future work 98
References 100
Appendix: Pre-test 107
Appendix: Post-test 113

參考文獻

[1] Aghlara, L., & Tamjid, N. H. (2011). The effect of digital games on Iranian children′s vocabulary retention in foreign language acquisition. Procedia-Social and Behavioral Sciences, 29, 552-560.
[2] Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in History education: A mobile game in and about medieval Amsterdam. Computers & Education, 52(2), 449-459.
[3] Brand, M., Roth-Bauer, M., Driessen, M., & Markowitsch, H. J. (2008). Executive functions and risky decision-making in patients with opiate dependence. Drug and Alcohol Dependence, 97(1), 64-72.
[4] Bruckner, T. A., Domina, T., Hwang, J. K., Gerlinger, J., Carpenter, C., & Wakefield, S. (2014). State-level education standards for substance use prevention programs in schools: a systematic content analysis. Journal of Adolescent Health, 54(4), 467-473.
[5] Burkolter, D., Weyers, B., Kluge, A., & Luther, W. (2014). Customization of user interfaces to reduce errors and enhance user acceptance. Applied ergonomics, 45(2), 346-353.
[6] Byun, J., & Loh, C. S. (2015). Audial engagement: Effects of game sound on learner engagement in digital game-based learning environments. Computers in Human Behavior, 46, 129-138.
[7] Chang, B., Lee, J. T., Chen, Y. Y., & Yu, F. Y. (2012, March). Applying role reversal strategy to conduct the virtual job interview: A practice in second life immersive environment. In Digital Game and Intelligent Toy Enhanced Learning (DIGITEL), 2012 IEEE Fourth International Conference on (pp. 177-181). IEEE.
[8] Chen, S. Y., & Huang, P. R. (2013). The comparisons of the influences of prior knowledge on two game-based learning systems. Computers & Education, 68, 177-186.
[9] Chen, S. Y., & Macredie, R. D. (2004). Cognitive modeling of student learning in web-based instructional programs. International Journal of Human-Computer Interaction, 17(3), 375-402.
[10] Chen, Z. H., Chao, P. Y., Hsu, M. C., & Teng, C. H. (2013). Level Up, My-Pet: The Effects of Level-up Mechanism of Educational Agents on Student Learning. Journal of Educational Technology & Society, 16(4), 111-121.
[11] Chiang, Y. T., Lin, S. S., Cheng, C. Y., & Liu, E. Z. F. (2011). Exploring Online Game Players′ Flow Experiences and Positive Affect. Turkish Online Journal of Educational Technology-TOJET, 10(1), 106-114.
[12] Choi, B., Huang, J., Jeffrey, A., & Baek, Y. (2013). Development of a scale for fantasy state in digital games. Computers in Human Behavior, 29(5), 1980-1986.
[13] Fassbender, E., Richards, D., Bilgin, A., Thompson, W. F., & Heiden, W. (2012). VirSchool: The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment.Computers & Education, 58(1), 490-500.
[14] Feldman, J., Monteserin, A., & Amandi, A. (2014). Detecting students′ perception style by using games. Computers & Education, 71, 14-22.
[15] Fernández-Serrano, M. J., Pérez-García, M., Río-Valle, J. S., & Verdejo-García, A. (2009). Neuropsychological consequences of alcohol and drug abuse on different components of executive functions. Journal of Psychopharmacology.
[16] Fink, J., & Kobsa, A. (2000). A review and analysis of commercial user modeling servers for personalization on the world wide web. User Modeling and User-Adapted Interaction, 10(2-3), 209-249.
[17] Frias-Martinez, E., Chen, S. Y., & Liu, X. (2009). Evaluation of a personalized digital library based on cognitive styles: Adaptivity vs. adaptability.International Journal of Information Management, 29(1), 48-56.
[18] Gauthier, A., Corrin, M., & Jenkinson, J. (2015). Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid. Computers & Education, 87, 24-34.
[19] Gorman, D. M., & Conde, E. (2010). The making of evidence-based practice: The case of Project ALERT. Children and youth services review, 32(2), 214-222.
[20] Hatch, E. M., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York, NY: Newbury House Publishers.
[21] Hedberg, E. C., & Ayers, S. (2015). The power of a paired t-test with a covariate. Social science research, 50, 277-291.
[22] Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration.Computers in Human Behavior, 48, 424-435.
[23] Hsu, Y. C. and Chen, S. Y. (2010) Using a Data Mining Approach to Investigate Learners Navigation Behavior in Web-based Learning Systems, APTEL 2010.
[24] Huang, W. H. (2011). Evaluating learners’ motivational and cognitive processing in an online game-based learning environment. Computers in Human Behavior, 27(2), 694-704.
[25] Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21(1), 5-23.
[26] Kay, J. (2001). Learner control. User modeling and user-adapted interaction,11(1-2), 111-127.
[27] Le Hénaff, B., Michinov, N., Le Bohec, O., & Delaval, M. (2015). Social gaming is inSIDE: Impact of anonymity and group identity on performance in a team game-based learning environment. Computers & Education, 82, 84-95.
[28] Li, J., & Li, X. (2013). Current status of drug use and HIV/AIDS prevention in drug users in China. Journal of food and drug analysis, 21(4), S37.
[29] Lin, C. F., Yeh, Y. C., Hung, Y. H., & Chang, R. I. (2013). Data mining for providing a personalized learning path in creativity: An application of decision trees. Computers & Education, 68, 199-210.
[30] Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
[31] Longshore, D., Ghosh-Dastidar, B., & Ellickson, P. L. (2006). National youth anti-drug media campaign and school-based drug prevention: evidence for a synergistic effect in ALERT Plus. Addictive behaviors, 31(3), 496-508.
[32] Marchiori, E. J., Del Blanco, Á., Torrente, J., Martinez-Ortiz, I., & Fernández-Manjón, B. (2011). A visual language for the creation of narrative educational games. Journal of Visual Languages & Computing, 22(6), 443-452.
[33] Martín-SanJosé, J. F., Juan, M. C., Seguí, I., & García-García, I. (2015). The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods. Computers & Education, 87, 42-54.
[34] Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497-504.
[35] Nacke, L. E., Grimshaw, M. N., & Lindley, C. A. (2010). More than a feeling: Measurement of sonic user experience and psychophysiology in a first-person shooter game. Interacting with Computers, 22(5), 336-343.
[36] Nelson, B. C., & Erlandson, B. E. (2008). Managing cognitive load in educational multi-user virtual environments: reflection on design practice.Educational Technology Research and Development, 56(5-6), 619-641.
[37] Orvis, K. A., Horn, D. B., & Belanich, J. (2008). The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames. Computers in Human behavior, 24(5), 2415-2433.
[38] Padrós, A., Romero, M., & Usart, M. (2012). Measuring the knowledge convergence process in the collaborative Game MetaVals. Procedia Computer Science, 15, 193-202.
[39] Perry, B. (2015). Gamifying French Language Learning: A case study examining a quest-based, augmented reality mobile learning-tool. Procedia-Social and Behavioral Sciences, 174, 2308-2315.
[40] Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
[41] Proaps, A. B., & Bliss, J. P. (2014). The effects of text presentation format on reading comprehension and video game performance. Computers in Human Behavior, 36, 41-47.
[42] Puth, M. T., Neuhäuser, M., & Ruxton, G. D. (2014). Effective use of Pearson′s product–moment correlation coefficient. Animal Behaviour, 93, 183-189.
[43] Soflano, M., Connolly, T. M., & Hainey, T. (2015). An application of adaptive games-based learning based on learning style to teach SQL. Computers & Education, 86, 192-211.
[44] Squire, K., Giovanetto, L., Devane, B., & Durga, S. (2005). From users to designers: Building a self-organizing game-based learning environment. TechTrends, 49(5), 34-42.
[45] Stephanidis, C. (1995). Towards user interfaces for all: some critical issues.Advances in Human Factors/Ergonomics, 20, 137-142.
[46] Stephen, P., & Hornby, S. (1997). Simple statistics for library and information professionals.
[47] Thangrattana, M. K., Pathumcharoenwattana, W., & Ninlamot, W. (2014). A Non-formal education program to enhance drug abuse resilience quotient of youth at-risk of drug relapse: the approaching of the transformative learning theory and the cognitive behavioral modification concept. Procedia-Social and Behavioral Sciences, 152, 916-924.
[48] Treiblmaier, H., Madlberger, M., Knotzer, N., & Pollach, I. (2004, January). Evaluating personalization and customization from an ethical point of view: an empirical study. In System Sciences, 2004. Proceedings of the 37th Annual Hawaii International Conference on (pp. 10-pp). IEEE.
[49] UNODC. (2014). World Drug Report 2014.
[50] Wakefield, M. A., Loken, B., & Hornik, R. C. (2010). Use of mass media campaigns to change health behaviour. The Lancet, 376(9748), 1261-1271.
[51] World Health Organization, & UNODC, U. (2012). Technical guide for countries to set targets for universal access to HIV prevention, treatment and care for injecting drug users, 2012 revision. Geneva: WHO.
[52] Wouters, P., Van Oostendorp, H., Boonekamp, R., & Van der Spek, E. (2011). The role of Game Discourse Analysis and curiosity in creating engaging and effective serious games by implementing a back story and foreshadowing.Interacting with Computers, 23(4), 329-336.
[53] Yan, W. S., Li, Y. H., Xiao, L., Zhu, N., Bechara, A., & Sui, N. (2014). Working memory and affective decision-making in addiction: a neurocognitive comparison between heroin addicts, pathological gamblers and healthy controls. Drug and alcohol dependence, 134, 194-200.
[54] Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377.

指導教授

陳攸華(Sherry Y. Chen)

審核日期

2015-7-29

推文