|Abstract: ||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。|
;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.