dc.description.abstract | 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. | en_US |