臺灣博碩士論文加值系統

近十幾年來，遊戲式學習已被廣泛應用在學習各種不同的領域知識。此由於遊戲式學習擁有許多優點，例如: 遊戲式學習包含多樣化的遊戲元素可提高學習動機。然而，先前的研究指出遊戲式學習也存在一些問題，例如:其可能會增加學習時的認知負荷，因為學習者擁有不同的特質，因此並非所有學習者都可以克服這些問題。為此，有必要發展個別化的遊戲式學習，建立個別化的方式包括客製化 (Customization)與個人化 (Personalization)兩種，其具有不同的特點，可能適合不同學習者的特質。在學習者的特質中，認知風格扮演一個相當重要的角色。為此，本研究進行了兩個實証研究，在實驗一中，本研究建立了一個客製化遊戲式學習系統探討認知風格如何影響學習者對此系統的反應。根據實驗一，不同知認風格學習者的偏好與行為表現，在實驗二中進一步發展了一套個人化遊戲式學習系統，探討不同認知風格對於客製化與個人化遊戲式學習系統有何不同的反應。在實驗一的結果指出，整體型(Holists)學習者在遊戲過程中頻繁地開啟/關閉音樂，這意味著他們可能不喜好在遊戲過程中持續的聆聽音樂。此外，結果也顯示出序列型(Serialists)學習者在遊戲過程中面臨了一些的困難，卻不喜好使用提示，意味著序列型學習者可能需要一些額外的幫助。另一方面，實驗二的結果顯示，客製化學習系統更有助於提升學習者的學習表現，而個人化學習系統則有助於提升學習者的遊戲表現。另一個有趣的發現是，學習者普遍對於客製化學習系統有較正面的觀感。相反地，學習者對於個人化學習系統有較多的負面觀感。最後，本研究也根據其結果建立了一個圖形化的模型，此圖形化模型可以幫助遊戲設計者和教師根據每一個學生的特質選擇適合的遊戲式學習系統，以達到適性化學習的目標。

In the past decades, game-based learning has been applied to deliver learning materials in various fields. This is due to the fact that game-based learning provides many benefits. For example, game-based learning contains various game elements (i.e., story, music, hints and help documents), which promote students’ learning motivation. However, previous research also indicated that game-based learning may cause some problems, such as the increase of learners’ cognitive overload. Nevertheless, not all of learners can overcome these problems because learners have diverse characteristics, especially cognitive styles. Thus, two approaches, i.e., customization and personalization, can be applied to accommodate students’ individual differences. However, such two approaches have different advantages and disadvantages. Thus, there is a need to compare these two approaches.

To address this issue, the research presented in this dissertation conducted two empirical studies to examine how cognitive styles affect learner’s reactions to customization and personalization in the context of game-based learning. In Study One, a customized game learning system (CGBLS) is developed to examine how cognitive styles affect learners’ reactions to the CGBLS. The results of Study One showed that Holists and Serialists have different preferences. Based on such different preferences, a personalized game-based learning system (PGBLS) is developed to further examine how each cognitive style group reacts to the CGBLS and PGBLS in Study Two.

The results of Study One demonstrated that Holists may not always favor to listen to music because they frequently switch on or switch off music. On the other hand, Serialists need additional supports because they meet a lot of difficulties but they do not prefer to use hints. In addition, the results of Study Two showed that learners in the CGBLS got better improvement on their learning performance while learners in the PGBLS got greater improvement on their game performance. Another interesting finding was that learners in the CGBLS had more positive perceptions while learners in PGBLS had more negative perception. Based on the results of each study, a framework is produced. This framework can be applied to support learners, designers, researchers and instructors to promote the effectiveness of game-based learning.

摘要 i
Abstract ii
Table of Contents iv
List of Figures vii
List of Tables viii
Chapter 1 Introduction 1
1.1 Background 1
1.2 Objectives 3
1.3 Chapter outline 4
1.4 Summary 5
Chapter 2 Literature Review 7
2.1 Game-based Learning 7
2.2 Cognitive styles 10
2.3 Personalization vs. Customization 13
2.4 Summary 15
Chapter 3 Research Methodology 17
3.1 Introduction 17
3.2 Research Design 17
3.3 Samples 21
3.4 Research Instruments 21
3.4.1 Game-based learning system 21
3.4.2 Study Preferences Questionnaire 27
3.4.3 Pre-test and Post-test 28
3.5 Summary 28
Chapter 4: Study One – A Customized Game-based learning 29
4.1 Participants 29
4.2 The Customized Game-based learning system 29
4.3 Questionnaire 29
4.4 Experimental procedures 31
4.5 Data Analysis 32
4.6 Results 35
4.6.1 The effects of cognitive styles 35
4.6.2 Relationship between performance and behavior 43
4.7 Discussion 47
4.8 Summary 48
Chapter 5: Study Two – Customization vs. Personalization 50
5.1 Participants 50
5.3 Questionnaire 51
5.4 Experimental procedures 52
5.5 Data Analysis 53
5.6 Results 54
5.6.1 Learning performance 54
5.6.2 Game Performance 57
5.6.3 Perception 62
5.7 Discussion 74
5.8 Summary 75
Chapter 6 Conclusions 77
6.1 Main Conclusions 77
6.2 Limitations and Future work 78
References 80
Appendix: Pre-test 90
Appendix: Post-test 92

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