性別對遊戲式學習的成就系統在心流和動機之影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：25

、訪客IP：18.191.13.255

姓名

程盈璇(Ying-Hsuan Cheng) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

性別對遊戲式學習的成就系統在心流和動機之影響
(Effects of Gender on Motivation and Flow State in an Achievement System of Digital Game-Based Learning)

相關論文

★ Using Digital Board Game to Enhance Student Engagementin Learning	★ 從人因與互動行為模式的觀點探討數位遊戲式學習輔助能源知識
★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響	★ 由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現
★ 探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響	★ 從全面性的角度探討先備知識對同儕互評中受評與評分之影響
★ 從認知風格的角度探討同儕互評分組對遊戲製作與評量之影響	★ 探討創作媒介、個別差異、範例式教學及創作模式對九年級學生音樂創作的學習動機及成效之影響
★ 探討個別差異與回饋形式在數位遊戲式學習系統中對學習動機、學習成效與遊戲表現之影響：以九年級國文學習為例	★ 探討趨向表現目標與逃避表現目標對於學習成效與表現目標採取之影響－以數位遊戲式英語字彙為例
★ 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例	★ 探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例
★ 從認知風格的角度探討同儕互評對遊戲式學習系統製作與評量之影響	★ 電腦輔助教師回饋於外語寫作情境之研究：成果與觀感
★ 探討英語閱讀遊戲對印尼高中英語學習者的影響	★ 製作者與評量者之認知風格匹配與不匹配對遊戲人機介面與教學影片製作與評量的影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

在遊戲中設計成就系統機制，可以給予玩家有目標性且不同等級的目標挑戰，隨著玩家完成各種不同類型或是等級的目標後給予相當的獎勵，透過此機制的設計，可以讓玩家學習到在遊戲中遊戲技巧並熟悉遊戲各處的內容。因此，本研究主要在探討當數位遊戲式學習加入成就系統機制之後，不同性別的國小學生透過此機制的心流及學習動機表現是否有顯著差異及各變項之間的關係。此外，在實驗結束後，透過訪談的方式了解學習者對於成就系統機制及實驗結束後表現不同的感受及想法。
　　研究結果顯示：(1)不同性別的學習者在成就系統機制中，僅在互動類型的獎章表現上有顯著差異，而其他成就系統機制的表現上並無顯著差異；(2)不同性別的學習者在整體心流表現上有顯著差異，且學習者每次的心流表現都會受到當下挑戰的目標影響；(3)不同性別學習者的學習動機都有良好的表現，但並無顯著差異；(4)不同性別學習者的各變項在預測學習動機上有差異，男生僅有心流能預測學習動機，而女生的成就系統機制與心流皆能預測學習動機；(5)在成就系統的機制設計中，圖文表示的方式可以讓學習者更了解，不同等級及不可預期類型獎章的設計可以吸引學生在遊戲中的好奇，並會刺激學生多在遊戲中進行學習及活動。

摘要(英)

The achievement systems can provide players with different goals and levels task. When they complete the goals, the game will give them rewards. Through the achievement systems, players can learn skills in the game or get familiar with game. Therefore, the purpose of this study was to examine the effects and relationships of genders on motivation and flow in the game with achievement systems. Besides, there is an interview to realize the learners’ experiences after the experiment.
The results revealed that: (a) Learners of different genders showed significant differences only in interaction type. As for other achievement system mechanisms, there were no significant differences. (b) Learners of different genders showed significant differences in flow, and different challenge goals in the game would affect learners’ flow when completing the challenges. (c) Learners of different genders both showed great motivation, but there was no significant difference. (d) Boys’ learning motivation can only be predicted by flow while girls’ learning motivation can be predicted by both achievement systems and flow. (e) According to the design of the achievement systems, learners can understand more through pictures and texts show together. Different levels and unexpected kind of achievement can attract students’ curiosity and stimulate them to do more learning and activities in the game.

關鍵字(中)

★ 數位遊戲式學習
★ 性別
★ 成就系統
★ 心流
★ 學習動機

關鍵字(英)

★ digital game based learning
★ gender
★ achievement systems
★ flow
★ learning motivation

論文目次

摘要 i
Abstract ii
誌謝 iii
目錄 iv
圖目錄 vi
表目錄 vii
第一章、緒論 1
第一節、研究背景與動機 1
第二節、研究目的 3
第三節、研究問題 3
第四節、名詞解釋 4
第五節、研究範圍與限制 5
第二章、文獻探討 7
第一節、性別差異 7
第二節、成就系統 8
第三節、心流理論 17
第四節、學習動機 23
第三章、研究方法 27
第一節、研究架構 27
第二節、研究對象 28
第三節、系統設計 28
第四節、研究工具 35
第五節、實驗流程 38
第六節、資料處理與分析 40
第四章、結果與討論 42
第一節、性別在成就系統機制上有無差異 42
第二節、性別在整體心流上有無差異 43
第三節、性別在學習動機上有無差異 44
第四節、不同性別和成就系統機制、整體心流、學習動機之間的關係 45
第五節、訪談資料分析 52
第六節、討論 56
第五章、結論與建議 59
第一節、結論 59
第二節、建議 60
參考文獻 62
附錄一　心流量表 66
附錄二　學習動機量表 68
附錄三　訪談問題 70

參考文獻

英文部份
Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27, 1185-1194.
Begy, J. & Consalvo, M. (2011). Achievements, Motivations and Rewards in Faunasphere. Game Studies, 11(1).
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Mass.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Perennial.
Csikszentmihalyi, M. & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge; New York: Cambridge University Press.
Chen, H., Wigand, R. T. & Nilan, M. S. (1999). Optimal experience of Web activities. Computers in Human Behavior, 15, 585-608.
Chen, P., Kuo, R., Chang, M. & Heh, J. S. (2009). Designing a Trading Card Game as Educational Reward System to Improve Students’ Learning Motivations. Transactions on Edutainment Ⅲ, 5940, 116-128.
Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4), 638-654.
Faiola, A., Newlon, C., Pfaff, M., & Smyslova, O. (2013). Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning. Computers in Human Behavior, 29, 1113-1121.
Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Hamari, J. & Eranti, V. (2011, September). Framework for Designing and Evaluating Game Achievements. Proceeding of DiGRA 2011 Conference: Think Design Play, Hilversum.
Heeter, C., Lee, Y. H., Medler, B., & Magerko, B. (2011). Beyond Player Types: Gaming Achievement Goal. Presented at the ACM SIGGRAPH 2011 Game Papers.
Inal, Y. & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455-464.
Jackson, S. A. and Csikszentmihalyi, M. (1999). Flow in Sports. Champaign: Human.
Jakobsson, M. & Sotamaa, O. (2011). Special Issue-Game Reward Systems. Game Studies, 11(1).
Jakobsson, M. (2011). The Achievement Machine: Understanding Xbox 360 Achievements in Gaming Practices. Game Studies, 11(1).
Kapp, K. M. (2012). The Gamification of Learning and Instruction. San Francisco, Pfeiffer.
Ke, F., & Grabowski, B. (2007). Game playing for mathematics learning: cooperative or not? British Journal of Educational Technology, 38(2), 249-259.
Kebritvhi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55, 427-443.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8, 13-24.
Liu, T. Y. & Chu, Y.L. (2010). Using ubiquitous games in an English listening and speaking course: impact on learning outcomes and motivation. Computers & Education, 55, 630-643.
Massimimi, F., & Carli, M. (1988). The systematic assessment of flow in daily experience. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds), Optimal experience: Psychological studies of flow in consciousness(266-287). Cambridge; New York: Cambridge University Press.
McDonald, K. K., & Hanafin, R. D. (2003). Using web-based computer games to meet the demands of today’s highstakes testing: a mixed method inquiry. Journal of Research on Technology in Education, 35, 459-472.
Medler, B. (2009). Generations of Game Analytics, Achievements and High Scores. Eludamos, 3(2), 177-194.
Montola, M., Nummenmaa, T., Lucero, A., Boberg, M., & Korhonen, H. (2009, September). Applying game achievement systems to enhance user experience in a photo sharing service. Proceeding of MindTrek 2009 Conference, Tampare, Finland.
Moon, M. K., Jahng, S. G., & Kim, T. Y. (2011). A Computer-assisted learning model based on the digital game exponential reward system. The Turkish Online Journal of Educational Technology. 10(1). 1-14.
Moore, C. (2011). Hats of Affect: A Study of Affect, Achievements and Hats in Team Fortress 2. Game Studies, 11(1).
Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52, 1-12.
Pearce, J., Ainley, M. & Howard, S. (2004). The Ebb and Flow of Online Learning. Computers in Human Behavior, 21, 745-771.
Sweetser, P. & Wyeth, P. (2005). GameFlow: A Model for Evaluating Player Enjoyment in Games. ACM Computers in Entertainment, 3(3).
Trevino, L.K., & Webster, J. (1992). Flow in Computer-Mediated Communication. Communications Research, 19(5), 539-573.
Tüzü, H., Yilmaz-Soylu, M., Karakyç, Y., Ìnal, Y. & Kizilkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52, 68-77.
Vandercruysse, S., Vandewaetere, M., & Clarebout, G. (2012). Game based learning: A review on the effectiveness of educational games. In M. M. Cruz-Cunha (Ed.), Handbook of Research on Serious Games as Educational, Business, and Research Tools. Hershey, PA: IGI Global.
Wang, H. & Sun, C. T. (2011, September). Game Reward Systems: Gaming Experiences and Social Meanings. Proceeding of DiGRA 2011 Conference: Think Design Play, Hilversum.
Wang, H. Y. & Wang, Y. S. (2008). Gender differences in the perception and acceptance of online games. British Journal of Educational Technology, 39(5), 787-806.
Williams, D., Consalvo, M., Caplan, S., & Yee, N. (2009). "Looking for gender: Gender roles and behaviors among online gamers". Journal of Communication, 59(4), 700-725.
Wilson, D. (2011). Brutally Unfair Tactics Totally OK Now: On Self-Effacing Games and Unachievements. Game Studies, 11(1).
Wood, R. T. A., Griffiths, M. D., Chappell, D., & Davies, M. N. O. (2004). The structural characteristics of video games: A psycho-structural analysis. CyberPsychology & Behavior, 7(1), 1-10.
Yee, N. (2006). Motivations for Play in Online Games. CyberPsychology & Behavior, 9(6). 772-775.

指導教授

楊接期(Jie-Chi Yang)

審核日期

2013-7-31

推文