探討成人玩家於議題式遊戲之行為與人格特質的關係;Exploring the Relationship between Gaming Behaviors and Personality Traits of Adult Players in Issue-based Games

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題名:	探討成人玩家於議題式遊戲之行為與人格特質的關係;Exploring the Relationship between Gaming Behaviors and Personality Traits of Adult Players in Issue-based Games
作者:	郭宛婷;Kuo, Wan-Ting
貢獻者:	網路學習科技研究所
關鍵詞:	歷史同理心;議題式遊戲;人格特質;historical empathy;issue-based game;personality traits
日期:	2024-06-19
上傳時間:	2024-10-09 17:04:30 (UTC+8)
出版者:	國立中央大學
摘要:	身為一名現職教師，發現傳統的教育方式難以激發學生的學習動機，為使學生可以提升學習興趣及意願，所以希望透過遊戲式學習，提供更加有趣的學習體驗。透過<何往泰雅>這款議題式遊戲，讓學習者進行角色扮演，並藉由議題的討論，以及衝突解決的過程，讓學習者可以身歷其境感受，培養歷史同理心。<何往泰雅>結合了臺灣泰雅族的歷史事件，製作事件動畫，讓玩家可以透過視覺化更加瞭解事件過程。由主持人進行引導與講解，使學習者可以更快進入到遊戲情境。為瞭解這種教學模式的成效，更正確捕捉玩家在遊戲中的心理狀態，所以邀請後設認知強一點的成人玩家。以 25 歲到 50 歲不等的 20 名現職教師，每組五人，分成四組，分別扮演遊戲中五種不同的角色，解決遊戲中的衝突事件。本次研究於遊戲前先對玩家進行大五人格的測驗，並將人格測驗結果與玩家在遊戲事件前預期自己可能會進行的行為比對後，瞭解人格對玩家的預期行為的影響。接著，再進一步將玩家於遊戲中的實際行為，透過影片進行逐字稿編碼，並和人格進行比對，探討玩家行為與人格的關係。最後，透過預期行為、實際行為及人格間的比對圖，確認影響玩家遊戲進程的主要因素。藉由上述三個研究結果顯示，在<何往泰雅>這款版圖遊戲中，遊戲機制對於玩家的行為影響最為顯著，接序為人格和玩家互動。在於歷史同理心方面，玩家表示在遊戲中皆是利用角色角度思考，但滿意度調查評分卻較其他類別低。對於歷史同理心的提升，有提出相關看法與建議。;As a teacher, I have found that traditional educational methods are often ineffective in enhancing students′motivation to learn. To increase students′ interest and willingness to learn, I hope to use game-based learning to provide an engaging learning experience. Through the issue-based game "Mosa Atayal," learners can engage in roleplaying and, through discussions of the issues and conflict resolution processes, immerse themselves in the experience to develop historical empathy. "Mosa Atayal" incorporates historical events of the Atayal tribe in Taiwan, transforming them into animations that allow players to understand the events visually. The facilitator provides guidance and explanations, enabling learners to quickly immerse themselves in the game scenario. To evaluate this teaching model and accurately capture players′ psychological states, twenty current teachers (aged 25-50) with strong metacognitive abilities were invited. Divided into four groups, they played different roles and resolved conflict events within the game. Before the game, players took a Big Five personality test, and the results were compared with their anticipated behaviors to understand personality′s impact on expected behavior. Players′ actual behaviors during the game were transcribed and analyzed against their personalities to explore this relationship. A comparison chart of expected behavior, actual behavior, and personality was then used to identify key factors influencing game progression. Through the above three studies results indicate that in the board game "Mosa Atayal," the game mechanics have the most significant impact on player behavior, followed by personality and player interactions. Regarding historical empathy, players reported thinking from the perspective of their roles during the game, but the satisfaction survey ratings were lower compared to other categories. Related opinions and suggestions were provided for improving historical empathy.
顯示於類別:	[網路學習科技研究所 ] 博碩士論文

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