| dc.description.abstract | 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. | en_US |