| 摘要: | 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。;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. |
