複合式領地桌遊之學習者人格特質與歷史思維分析

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：26

、訪客IP：18.189.157.31

姓名

林宜臻(Yi-Zhen Lin) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

複合式領地桌遊之學習者人格特質與歷史思維分析
(The Analysis of Personality Traits and Historical Thinking with Territorial Complex Board Game)

相關論文

★ 遊戲式學習增進印尼國小兒童運算思維之成效研究	★ 科技輔助版圖遊戲增進印尼兒童英語詞彙學習之成效研究
★ 運用均一教育平台於國中資源班學生數學學習之研究	★ <亞米大陷阱>數位學習營養教育遊戲對臺灣飲食營養價值學習成效之探討
★ 台灣地形遊戲教育中的沙盒擴增實境系統設計與評估	★ 線上議題探究系統之探究能力分析
★ 線上議題遊戲系統之遊戲行為與互動歷程探討	★ 機械戰馬：連桿仿生機器人之開發及教學設計與運算思維表現評估
★ 情境議題式策略遊戲平台的開發與評估	★ 科技融入幼兒生命教育繪本之學習、興趣、歷程與成效
★ 線上歷史探究系統對中學生歷史思維與探究學習成效分析	★ 文化美感教育桌遊＜金色絲路＞對小學生美感鑑賞素養與文化認知之學習分析影響
★ Bebras Challenge融入數位遊戲<Captain Bebras>系統之學生運算思維能力分析	★ 絲路史地數位遊戲之玩家動機、策略與歷史素養分析
★ 數位互動式文字劇情冒險遊戲開發與學習者人格及歷史多元觀點分析

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 (2025-12-31以後開放)

摘要(中)

本研究以泰雅族過去的歷史事件為主軸，開發了一個複合式領地桌遊<Mcisal Tayal 戲溯泰雅>，藉以提升學習者的歷史素養及歷史思維能力。遊戲中以一個遊戲版圖為核心，學習者在遊戲中扮演清/日、漢人、泰雅 1、泰雅 2、泰雅 3，學習者需要掃描遊戲內的實體配件事件卡中的 QR Code，藉著動畫瞭解歷史事件的發生與起因；為從多元觀點看待歷史事件，每個角色的動畫有所不同。每一個歷史事件都可能會引起競爭與合作的產生，所以學習者需要運用自己的溝通能力或談判能力來解決每個歷史事件中引起的衝突。之後根據當下情境選擇最符合自身想法的情緒性選項。選項皆是以艾森克人格之樂天型、易怒型、憂慮型以及冷漠型為基準設計，因為歷史衝突、多元觀點，較多與情緒有因果關係，而艾森克人格與情緒有著密不可分的關係。
因此，本研究採用艾森克人格來看他們在遊戲歷程中的表現，並從遊戲動作、口語互動行為、情緒性選項及焦點訪談內容來探討學習者在遊戲歷程中的行為與背後意義。每位學生在進行教學活動前，需要先填寫艾森克人格問卷來瞭解其人格特質傾向。接著，在遊戲中除了運用錄音錄影的方式側錄他們在遊戲中的行為，以做成逐字稿進行分析，也會以焦點訪談瞭解他們在遊戲中行為背後的意義。而學習者所點選的情緒性選項都會記錄在系統中以利之後分析。最後再運用遊戲滿意度問卷來瞭解學習者對於遊戲的整體評價，共有六個層面，藉此給予未來研究者遊戲修正與開發的方向。在本研究中探討了三個問題：1. 在複合式領地桌遊中學習者的歷史思維為何？2. 在複合式領地桌遊中不同人格表現出的遊戲行為與策略為何？3. 學習者對於複合式領地桌遊的遊戲滿意度為何？
「歷史素養及歷史思維」方面，學習者在差異與多元這項主題軸獲得的分數最高，後測分數也較前測高。其原因是學習者在遊戲過程中與他人的互動能夠瞭解到角色間的不同，並且也能夠尊重每個角色在立場上的不同。學習者在歷史思維雖未達到顯著進步，但是從正確率來看，學習者在後測對於表達歷史事件的原因及想法有所提升。
「遊戲行為」方面：本研究從四個面向來看他們的行為與策略，分別是遊戲動作、口語互動行為以及他們在遊戲系統中選擇的情緒性選項與焦點訪談內容。根據研究結果顯示，每個人格在遊戲動作與口語互動行為所著重的重點不同，樂天型會使用各種方式來達到目的，因為他們優先考量的是錢。易怒型會無視跟自身合作的角色所提出的問題，但對於遊戲中有碰到利益跟拓展的問題會不斷提問，因為易怒型會尋求問題的解答。憂慮型學習者在商談失敗時會耍賴來試著扭轉局勢，在給別人建議時會考慮到對方是否與自身利益相關，不然就會無視對方。冷漠型遭受孤立或利益受損會展現出悲傷與無助，這與 Akmal(2021)的研究不同，該研究指出冷漠型的情緒較平靜，碰到困難都能快速解決。然而，在本研究中卻顯示出不同的樣貌。在情緒性選項的選擇上，可以發現有些人格在選擇選項的原因受到遊戲系統設計的影響，他們不一定會跟隨自身處在該情境的狀態進行選擇，而是會以這個選項會有什麼有利的反饋來選取選項。
「遊戲滿意度」方面：對於遊戲的設計與有趣程度學習者都給予相當高的評價，但從中也發現由於他們沒有遊玩過複合式桌遊的經驗，所以對於系統的操作較不熟悉，導致他們進行系統的過程中不順暢。此外，遊戲規則較多，所以他們在遊戲過程中也沒有辦法順利地記住，必須反覆詢問，造成他們不清楚如何達到遊戲目標。
這些研究結果不但給與歷史教育複合式桌遊的設計帶來指引，還為不同人格於遊戲間的互動及策略找到一個新的框架。

摘要(英)

In this study, a territorial complex board game < Mcisal Tayal > was developed based on the historical events of the Tayal tribe. The game used a game map to present the situation. All the learners took on the roles of Ching/Japanese, Han Chinese, Tayal 1, Tayal 2, and Tayal 3. They scanned the QR Codes in the historical event cards in the game to understand the occurrence and causes of historical events through animations. Then, they chose the emotional options that best fit their own thoughts according to the current situation. The options were designed based on the Eysenck personality which was inextricably linked to emotions because historical conflicts and multiple perspectives were more often causally related to emotions.
Therefore, Eysenck personality was employed in this study to investigate behavior during the game. In this study, we explored the behavior and the meaning behind the behavior in terms of game actions, oral interactions, emotional options, and focused interview.
Each student was asked to fill out the Eysenck personality questionnaire to understand their personality tendencies before conducting the Instructional practice. Then, in addition to recording their behaviors and analyzing their oral interaction, focus interview was conducted to understand the meaning behind their behaviors during the game. The emotional options selected by the learners were also recorded in the system for later analysis. Finally, game satisfaction questionnaire with six dimensions was used to understand the overall evaluation of the game by the learners.
There are three sections in this study. In terms of “Historical Literacy and Historical Thinking”, learners gain the highest score in the theme difference and diversity in the three sections of historical literacy. Although the learners did not demonstrate significant improvement in their historical thinking, the correctness of the post-test showed an improvement in their ability to express their reasons and ideas about historical events.
In terms of "Game Behavior", we investigated learners’ behavior and strategies from four perspectives: game actions, oral interactions, their choice of emotional options and focal interview. According to the results of the study, each personality focused differently on game actions and oral interactions, with Sanguine types used various ways to achieve their goals because their priority is money. Choleric types ignored the questions asked by the character they are working with, but will continue to ask questions about the benefits and expansion of the game because Choleric types seek answers to their questions. Melancholic types would try to turn the tables when negotiations fail, and would consider whether the other role are related to their own interests when giving advice to others, or they will ignore the other roles. In contrast to Akmal′s (2021) study, which showed that Phlegmatic types were more calm and could solve problems quickly, but Phlegmatic types showed sadness and helplessness when they were evaluated or their interests were damaged during the game process. In the case of emotional options, it was found that some personalities′ reasons for choosing options were influenced by the design of the game system, and they did not necessarily follow their own state of being in the situation, but rather chose options based on what favorable feedback the option would provide.
In terms of "Game Satisfaction", the learners spoke highly of the game design and enjoyment, but it was also found that learners were not familiar with the system operation because they had no experience in playing complex board games. In addition, there were a lot of rules in the game, so they could not remember them during the game.
These findings not only provide guidelines for the design of complex board games with history education, but also provide a framework for the interaction and strategies between different personalities in the game.

關鍵字(中)

★ 複合式桌遊
★ 人格特質
★ 遊戲行為
★ 歷史思維
★ 科技系統融入載具

關鍵字(英)

★ Complex Board Game
★ Personality traits
★ Learning behaviors
★ Historical thinking

論文目次

摘要 ii
Abstract iv
目錄 vii
圖目錄 ix
表目錄 xi
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 3
1-3 研究問題 4
二、文獻探討 5
2-1 複合式桌遊 5
2-2 歷史思維 8
2-3 人格特質 12
三、遊戲設計與實作 17
3-1 遊戲機制 18
3-2 遊戲流程 26
3-3 動畫內容 28
3-4 後台建置 31
3-4-1 以QR Code與事件卡結合 32
3-4-2 歷史事件動畫製作 32
3-4-3 <戲溯泰雅>應用程式 33
四、研究方法 35
4-1 研究流程 36
4-2 研究工具 38
4-2-1 學習者背景經驗問卷 38
4-2-2 艾森克人格問卷 39
4-2-3 歷史素養及歷史思維前後測 40
4-2-4 錄音、錄影及遊戲資料紀錄 42
4-2-5 焦點訪談 42
4-2-6 遊戲滿意度問卷 43
4-3 資料處理 43
4-4 資料分析 46
五、研究結果 47
5-1 歷史素養及歷史思維 47
5-2 人格特質於學習者行為與策略之分析 56
5-2-1 學習者遊戲動作頻率分析 57
5-2-2 學習者口語互動行為頻率分析 60
5-2-3 情緒性選項 74
5-3 遊戲滿意度分析 81
六、結論與未來建議 85
6-1 結論 85
6-2 未來建議 87
參考文獻 89
中文部分 89
英文部分 90
附件一歷史事件情緒性選項及反饋 98
附件二守門人協助研究說明書 108
附件三知情同意書 110
附件四學習者背景經驗問卷 112
附件五艾森克人格問卷 114
附件六歷史素養及歷史思維前測 116
附件七歷史素養及歷史思維後測 118
附件八焦點訪談大綱與方向 120
附件九遊戲滿意度問卷 121

參考文獻

中文部分
宋佩芬 (2008)。講述中的歷史思維教學: 一些可能與問題。師大學報：教育類，53(1)，175-197。
宋慶和 (2020)。以桌遊結合 AR 擴增實境為基礎之創新教學在藥物濫用防制教學的成效探討-以高中職進修部學生為例（未出版碩士論文）。國立臺灣師範大學，臺北市。
李承澔 (2019)。九型人格對領導風格影響之研究（未出版碩士論文）。國立臺灣師範大學，臺北市。
李靜慧 (2013)。從贈禮到封鎖: 日治初期臺灣總督府對北部山區原住民的認識與控制(1895-1909)（未出版碩士論文）。國立臺灣大學，臺北市。
林長信、施如齡 (2022)。史地文化複合式策略桌遊之設計與成效評估。數位學習科技期刊，14(4)，1-23。
洪健榮 (2013)。空間文化意象的重塑: 二十世紀前期外來殖民勢力擴張下的三峽大豹社域。輔仁歷史學報(31)，261-325。
陳文烽、孫春在 (2013)。從思考風格探討-一般桌上遊戲與數位桌上遊戲的互動策略-以卡坦島為例（未出版碩士論文）。國立陽明交通大學，新竹市。
許于仁、楊美娟、劉婉婷、張曉洋 (2016)。從心因性數位桌遊探討個人決策風格對於價值觀與生涯發展的影響。數位學習科技期刊，8(2)，65-84。
章淑婷 (1988)。幼兒人際問題解決能力與其同儕關係之研究（未出版碩士論文）。國立臺灣師範大學，臺北市。
張錦華、黃浩榮、洪佩民 (2003)。從多元文化觀點檢視新聞採寫教科書-以原住民族群相關報導為例。新聞學研究(76)，129-153。
曾榮華、張雯秋 (2011)。臺灣社會教科書中的霧社事件—從多元觀點分析。教科書研究，4(2)，1-23。
黃修文 (2005)。世紀之交的臺灣糖業與蔗農（未出版碩士論文）。國立政治大學，臺北市。
楊淑晴、黃麗蓉。(2011)。中學生歷史思維能力之探究: 歷史觀點取替模式的應用。教育科學研究期刊，56(4)，129-153。
賴婷鈴、彭素貞 (2015)。教育遊戲輔助國中七年級學生提升歷史學習成效之初探。教育傳播與科技研究，(112)，41-49。
蕭憶梅 (2009)。理解學生歷史思維的重要性。歷史教育，(14)，87-102。
蕭憶梅 (2012)。歷史測驗題型的兩難: 如何檢驗出學生的歷史思維情形。中等教育，63(2)，75-85。
蕭慧玲 (2012)。國民小學社會領域「牡丹社事件」教學之探究：以多元文化教育觀點為例（未出版碩士論文）。國立臺北教育大學，臺北市。
英文部分
Akmal, N. (2021). The role of temperament in human behavior. Web of scientist: International scientific research journal, 2(05), 60-74.
Azizan, M., Mellon, N., Ramli, R., & Yusup, S. (2018). Improving teamwork skills and enhancing deep learning via development of board game using cooperative learning method in Reaction Engineering course. Education for Chemical Engineers, 22, 1-13.
Barbara, J. (2017). Measuring user experience in multiplayer board games. Games and Culture, 12(7-8), 623-649.
Bochennek, K., Wittekindt, B., Zimmermann, S. Y., & Klingebiel, T. (2007). More than mere games: a review of card and board games for medical education. Medical
teacher, 29(9-10), 941-948.
Cardinot, A., & Fairfield, J. A. (2022). Game-based learning to engage students with physics and astronomy using a board game. Research Anthology on Developments in Gamification and Game-Based Learning, 785-801.
Carroll, J. E. (2019). Epistemic explanations for divergent evolution in discourses regarding students’ extended historical writing in England. Journal of Curriculum Studies, 51(1), 100-120.
Chan, R., & Joseph, S. (2000). Dimensions of personality, domains of aspiration, and subjective well-being. Personality and Individual differences, 28(2), 347-354.
Chang, C. C., Warden, C. A., Liang, C., & Lin, G. Y. (2018). Effects of digital game-based learning on achievement, flow and overall cognitive load. Australasian Journal of Educational Technology, 34(4). 155-167.
Cheng, M. T., Lin, Y. W., & She, H. C. (2015). Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in- game behaviors, and the use of in-game characters. Computers & Education, 86, 18- 29.
Chen, K. C., Wu, C. J., & Chen, G. D. (2011). A digital board game based learning system for authentic learning. 2011 IEEE 11th International Conference on Advanced Learning Technologies. 25-29.
Chiarello, F., & Castellano, M. G. (2016). Board games and board game design as learning tools for complex scientific concepts: Some experiences. International Journal of Game-Based Learning (IJGBL), 6(2), 1-14.
Covaci, A., Ghinea, G., Lin, C. H., Huang, S. H., & Shih, J. L. (2018). Multisensory games- based learning-lessons learnt from olfactory enhancement of a digital board
game. Multimedia Tools and Applications, 77(16), 21245-21263.
Cruz, S., Carvalho, A. A. A., & Araújo, I. (2017). A game for learning history on mobile devices. Education and Information Technologies, 22(2), 515-531.
da Silva Júnior, J. N., Zampieri, D., de Mattos, M. C., Duque, B. R., Melo Leite Junior, A. J., Silva de Sousa, U., do Nascimento, D. M., Sousa Lima, M. A., & Monteiro, A. J. (2021). Addition to “A Hybrid Board Game to Engage Students in Reviewing Organic Acids and Bases Concepts”: Using the Game Remotely during the COVID-19 Pandemic. Journal of Chemical Education, 98(6), 2138-2140.
Denden, M., Tlili, A., Essalmi, F., Jemni, M., Chen, N. S., & Burgos, D. (2021). Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human-Computer Studies, 154, 2- 39.
Eysenck, H. J. (1964). Eysenck personality inventory manual. England : Hodder and Stoughton.
Eysenck, H. J. (1968). The measurement of personality: A new inventory. Journal of the Indian Academy of Applied Psychology. 1(1), 1-11.
Fitzsimons, C. J., & Killen, J. (2013). How science can help to solve the Enneagram’s credibility problem. The Enneagram Journal, 6(1), 5-26.
Hsu, H. T., & Lee, I. J. (2020). Using augmented reality technology with serial learning framework to develop a serial social story situation board game system for children with autism to improve social situation understanding and social reciprocity skills. International Conference on Human-Computer Interaction. 12189, 3-18.
Hou, H. T., Fang, Y. S., & Tang, J. T. (2021). Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability. Interactive Learning Environments, 1-21.
Kang, J., Liu, M., & Qu, W. (2017). Using gameplay data to examine learning behavior patterns in a serious game. Computers in Human Behavior, 72, 757-770.
Kehoe, E. G., Toomey, J. M., Balsters, J. H., & Bokde, A. L. (2012). Personality modulates the effects of emotional arousal and valence on brain activation. Social cognitive and affective neuroscience, 7(7), 858-870.
Kropman, M., Drie, J., & Boxtel, C. (2022). The influence of multiperspectivity in history texts on students’ representations of a historical event. European Journal of Psychology of Education, 1-21.
Kucan, L., Cho, B. Y., & Han, H. (2017). Introducing the historical thinking practice of contextualizing to middle school students. The Social Studies, 108(5), 210-218.
Kusuma, G. P., Suryapranata, L. K. P., Wigati, E. K., & Utomo, Y. (2021). Enhancing Historical Learning Using Role-Playing Game on Mobile Platform. Procedia Computer Science, 179, 886-893.
Lawrence, B. S. (1984). Historical perspective: Using the past to study the present. Academy of Management Review, 9(2), 307-312.
Lewis, M., Scott, J., & Frangou, S. (2009). Impulsivity, personality and bipolar disorder. European Psychiatry, 24(7), 464-469.
Lin, C. H., & Shih, J. L. (2016). The Investigation of Learning Effectiveness Using a Mobile- based Complex Puzzle Game: Mast Dream. the 10th European Conference on Games Based Learning: ECGBL 2016. 373-380
Lin, Y. T., & Cheng, C. T. (2022). Effects of Technology-Enhanced Board Game in Primary Mathematics Education on Students’ Learning Performance. Applied Sciences, 12(22), 11356.
Luchi, K. C. G., Cardozo, L. T., & Marcondes, F. K. (2019). Increased learning by using board game on muscular system physiology compared with guided study. Advances in physiology education, 43(2), 149-154.
Maitri, S. (2000). The spiritual dimension of the enneagram: Nine faces of the soul. Penguin.
Miki, Y., Kojiri, T., & Seta, K. (2015). “If Thinking” Support System for Training Historical Thinking. Procedia Computer Science, 60, 1542-1551.
Munslow, A. (2016). Narrative works in history. Narrative Works, 6(1), 108–125.
Mz, N. A., & Sy, W. (2008). Game based learning model for history courseware: A preliminary analysis. 2008 International Symposium on Information Technology, 1, 1- 8.
Park, K. H., & Kim, T. Y. (2008). Facial color adaptive technique based on the theory of emotion-color association and analysis of animation. 2008 IEEE 10th Workshop on Multimedia Signal Processing, 861-866.
Parks-Leduc, L., Feldman, G., & Bardi, A. (2015). Personality traits and personal values: A meta-analysis. Personality and Social Psychology Review, 19(1), 3-29.
Phan, M. H., Keebler, J. R., & Chaparro, B. S. (2016). The development and validation of the game user experience satisfaction scale (GUESS). Human factors, 58(8), 1217-1247.
Riso, D. R., & Hudson, R. (2000). Understanding the enneagram: The practical guide to personality types: Houghton Mifflin Harcourt.
Roccas, S., Sagiv, L., Schwartz, S. H., & Knafo, A. (2002). The big five personality factors and personal values. Personality and social psychology bulletin, 28(6), 789-801.
Rose, T. M. (2011). A board game to assist pharmacy students in learning metabolic pathways. American Journal of Pharmaceutical Education, 75(9). 183-189.
Safrodin, M., Bagar, F. N. C., & Pralista, F. Y. (2019). The Development of Digital Board Game to Introduce Indonesian Wildlife using AR Technology and NFC. In 2019 International Electronics Symposium (IES), 277-282.
Sarkar, C., & Pant, G. (2017). Neuroticism Behaviour between Individual Game Players and Team Game Players-A Comparative Analysis. IOSR Journal of Sports and Physical Education (IOSR-JSPE), 4(3), 24-30.
Shin, J. H., Ryu, H., & Jang, S. H. (2014). A task-specific interactive game-based virtual reality rehabilitation system for patients with stroke: a usability test and two clinical experiments. Journal of neuroengineering and rehabilitation, 11(1), 1-10.
Shih, J. L., Chiu, M. M., & Lin, C. H. (2022). Personalities, sequences of strategies and actions, and game attacks: A statistical discourse analysis of strategic board game play. Computers in Human Behavior, 133, 107271.
Spivack, G., & Shure, M. B. (1974). Social adjustment of young children: A cognitive approach to solving real-life problems. Jossey-Bass.
Stewart, M. E., Ebmeier, K. P., & Deary, I. J. (2005). Personality correlates of happiness and sadness: EPQ-R and TPQ compared. Personality and individual differences, 38(5), 1085-1096.
Stiso, C., Ryan, Z., Danish, J., & Robinson, E. (2020). Fostering perspective-taking in history students through board games. 14th International Conference of the Learning Sciences (ICLS), 2, 1165-1172.
Sukenasa, N. P. P. P., Shih, J. L., & Surjono, H. D. (2020). Using Technology-Mediated Board Game on Young Learners. Script Journal: Journal of Linguistics and English Teaching, 5(2), 136-148.
Sun, C., Shute, V. J., Stewart, A. E., Beck-White, Q., Reinhardt, C. R., Zhou, G., Nicholas, D., & D′Mello, S. K. (2022). The relationship between collaborative problem solving behaviors and solution outcomes in a game-based learning environment. Computers in Human Behavior, 128, 107120.
Szymczyk, T., Montusiewicz, J., & Skulimowski, S. (2018). An educational historical game using virtual reality. INTED2018 Proceedings. 5964-5971.
Tiwari, S. (2016). An introduction to QR Code technology. 2016 international conference on information technology (ICIT). 39-44.
Tosun, L. P., & Lajunen, T. (2010). Does Internet use reflect your personality? Relationship between Eysenck’s personality dimensions and Internet use. Computers in Human Behavior, 26(2), 162-167.
Tsai, M. J., Huang, L. J., Hou, H. T., Hsu, C. Y., & Chiou, G. L. (2016). Visual behavior, flow and achievement in game-based learning. Computers & Education, 98, 115-129.
Tursynbekov, T., Balkibekov, K., Asatarov, A., & Sandygulova, A. (2018). Exploring Robot′s Playing Strategy with a Language Learning Robot Companion. Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction. 261-262.
Wang, Z., Sapienza, A., Culotta, A., & Ferrara, E. (2019). Personality and behavior in role- based online games. 2019 IEEE Conference on Games (CoG). 1-8.
Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466-474.
Worth, N. (2015). Players and avatars: The connections between player personality, avatar personality, and behavior in video games. (Doctoral thesis, Brock University, Ontario, Canada). Retrieved from https://dr.library.brocku.ca/bitstream/handle/10464/6985/Brock_Worth_Narnia_2015. pdf?sequence=1&isAllowed=y
Wu, C. H., Chen, C. C., Wang, S. M., & Hou, H. T. (2018). The design and evaluation of a gamification teaching activity using board game and QR Code for organic chemical structure and functional groups learning. 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). 938-939.
Wu, C. J., Chen, G. D., & Huang, C. W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62(2), 209-226.
Yan, C. H. C., & Tam, F. (2010). Learning Chinese history through digital game. In 2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. 156-160.
Yang, K. H. (2017). Learning behavior and achievement analysis of a digital game-based learning approach integrating mastery learning theory and different feedback models. Interactive Learning Environments, 25(2), 235-248.
Yeh, Y. T., Hung, H. T., & Hsu, Y. J. (2017). Digital game-based learning for improving students′ academic achievement, learning motivation, and willingness to communicate in an english course. 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). 560-563.
Yoon, B., Rodriguez, L., Faselis, C. J., & Liappis, A. P. (2014). Using a board game to reinforce learning. The Journal of Continuing Education in Nursing, 45(3), 110-111.
Yung, O. C., Junaini, S. N., Kamal, A., & Ibharim, L. F. (2020). Slash 100%: Gamification of mathematics with hybrid QR-based card game. Indonesian Journal of Electrical Engineering and Computer Science, 20, 1453-1459.

指導教授

施如齡(Ju-Ling Shih)

審核日期

2023-1-16

推文