| 摘要: | 長久以來，遊戲一直是人類用來享受樂趣、紓解壓力的重要工具。而拜電腦科技的進步所賜，電腦遊戲也在人類社會中佔有一席之地，而電腦遊戲可以引發玩家的學習動機，因此有許多CAI軟體為了增加學習動機而加入遊戲特質。根據相關文獻整理出遊戲共有六大特質可引起動機，分別是：奇幻性（fantasy）、規則/目標（rules/goals）、感官刺激（sensory stimuli）、挑戰性(challenge)、神秘性(mystery)、控制權(control)。本研究認為不同的遊戲特質會對不同人格特質的人產生吸引力，因此希望藉由Sternberg對「思考風格（thinking styles）」的研究，將人分成立法型、行政型、司法型三類，進一步的探討遊戲特質與思考風格的關係，期待能了解不同思考風格者會被哪些遊戲特質所吸引，進而應用於增強學生的學習動機上。 本研究有以下兩個目的：（一）驗證思考風格（thinking styles）的差異對電腦遊戲（computer game）的偏好是否有影響：之前在遊戲偏好的研究方面，甚少提及不同人格特質間的差異，因此本研究希望藉由人格特質的其中一項思考風格來驗證遊戲偏好的差異性。（二）分析不同思考風格者在遊戲中的行為差異：主要希望瞭解不同思考風格者在遊戲中的偏好行為。 本研究經實驗之後，所得結果如下： （一） 立法型的人對遊戲中的遊戲說明，不甚注意；但對於遊戲情境，喜歡深入探究，因此在遊戲式學習的系統中，應該加入發現式學習的機制，以誘發其學習。 （二） 行政型的人很依賴遊戲說明，如果不給他，表現差強人意；如果提供遊戲說明，會有不錯表現。因此在遊戲式學習的系統中，應該將教材完整的放入其中，以求極致的表現。 （三） 司法型的人對策略模擬類遊戲情有獨鍾，因此在遊戲式學習的系統中，應該要給予其表現分析能力的機會。 Game is a best way of playing and relaxing so far. As computer science has developed, computer game begins playing a role in people’s living. However, computer game makes its followers have more incentives to learn, therefore, many CAI software are combined with the attributes of game in order to increase their learning motives. Referring to the relative bibliography, computer game has six characteristics in which provide learning motives. Those are fantasy, rule / goals, sensory stimuli, challenge, mystery, control. This study shows that different computer game characteristics are able to produce appeal to persons of different personality characteristics. Based on Sternberg’s study of thinking styles, we are going to categorize people into three types as below: legislative style, executive style, judicial style. By exploring the relations between the computer game characteristics and thinking styles, we expect to find out how the characteristics affect thinking, and then proceed to increase students' learning motives on the same principle. This study aims on two-fold: (1)To verify if different types of thinking styles affect the preference of computer game (2)To analyze the behavioral difference of people in different thinking styles The conclusions of this study are as following: (1)The legislative people do not pay much attention at the game instructions; nevertheless, they like completely knowing the game situation. Thus, we should add the mechanism of inquiry-based learning in the game-based learning system. (2)The executive people highly rely on the game instructions. If instructions are given, he has it well done; otherwise, he has not. (3)Since the judicial people like strategy simulation game only, we should let them develop their talent for analyzing ability in the game-based learning system. |
