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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/4608


    Title: 數位遊戲設計之教學模式建構;An Instruction Model for Learning Digital-Game Design
    Authors: 簡幸如;Hsing-Ju Chien
    Contributors: 學習與教學研究所
    Keywords: 數位遊戲;範例學習;交替式同儕教導;漸進式專題導向學習;learning by example;progressive project-based learning;alternative peer tutoring;Digital game
    Date: 2005-05-26
    Issue Date: 2009-09-22 09:28:21 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 21世紀是數位遊戲學習的時代,隨著網路科技與多媒體的發展與進步,數位遊戲扮演的不再只是娛樂的功能,在許多研究中證實數位遊戲有許多益處,因此也逐漸受到教育界的重視。過去有關數位遊戲的教學研究,大多是將設計好的遊戲成品對學生進行教學實驗,鮮少從教學設計的角度出發探討如何引領學生學習製作數位遊戲,而良好的教學設計能導引成功的教學。數位遊戲設計是屬於特殊的學習領域,因此數位遊戲設計教學模式的發展更顯得重要。 本研究發展交替式同儕教導與漸進式專題導向學習之教學策略,將其運用於數位遊戲製作之課程設計,進行教學實驗研究。本教學實驗在某國立大學「電腦輔助教學之設計」課程中進行,研究時間為期四個月,實驗對象為修習教育學程的大學生與研究生共20名,遊戲製作工具為Game Maker遊戲製作軟體。教學歷程中收集量化及質化研究資料,量化資料包括:遊戲製作心流量表、Game Maker學習自我效能量表、教學意見調查表;質化資料包括:研究者觀察記錄、教學訪談、數位遊戲專題製作學習歷程檔案等。實驗結束後將資料進行分析與討論,藉由分析結果驗證本研究所發展之教學策略,並建構數位遊戲設計之教學模式,將研究結果供未來數位遊戲教學與課程發展研究之參考。 Digital game-based learning is the mainstream learning of 21st century. With the development and progress of Internet technologies and multi-media, many researches show that digital games not only provide entertainment but also have many benefits in education. Therefore, more and more educators pay attention to digital games and believe that they have great influences on learning. In previous researches of digital games in learning and instruction, the majority of experiments are taken the designed games on learners, but few focus on game design instruction. As we know, well-designed instruction can lead to effective learning. Digital game design is a special domain so to develop exclusive game design instruction model is important. In order to guide students into learning game design, we develop alternative peer tutoring (APT) and the progressive project-based learning (PPBL) strategies in Computer-Assisted Learning course. The experiment worked for four months. The subjects are 20 students consisted of undergraduates and masters who take professional education courses. The game design tool is “Game Maker”. We have collected quantitative and qualitative data in students’ learning processes. The quantitative data include self-efficacy questionnaire of “Game Maker”, game design flow questionnaire and the opinion of instruction questionnaire. The qualitative data include the observations of researchers, interview, learning portfolios, etc. After that, we analyze the data and interpret the meaning of the data. According to the results, we verify the mentioned instructional strategies and construct digital game design instructional model for learning game design and hope it can contribute to the development of digital game design courses.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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