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研究生:陳珍妮
研究生(外文):Chen-Ni Chen
論文名稱:以人機互動觀點建構與評估遊戲化傳統中國醫藥數位學習系統
論文名稱(外文):Constructing and Assessing a Gamification E-Learning System for Traditional Chinese Medicine by Human-Computer Interaction Perspective
指導教授:蘇國瑋蘇國瑋引用關係
指導教授(外文):Kuo-Wei Su
學位類別:碩士
校院名稱:國立高雄第一科技大學
系所名稱:資訊管理研究所
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:英文
論文頁數:100
中文關鍵詞:傳統中國醫學學習動機數位學習遊戲化人機互動觀點
外文關鍵詞:Learning motivationE-LearningGamificationHuman-Computer Interaction PerspectiveTraditional Chinese Medicine
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  利用資訊科技融入系統化的教學設計,是21世紀資訊科技在教育上應用的新趨勢。透過電腦、行動載具或手機讓學習者可以隨時隨地進行即時的互動學習。近年來,遊戲化學習(Gamification learning)的運用備受全球教育領域矚目,在各種學習課程或是教材上,都希望能透過遊戲化來提升學習動機,讓學習及訓練更有效率,達到更好的學習成效。
  本研究結合遊戲化學習的特性與其優勢,透過使用者觀點來建構遊戲化數位學習系統,顛覆學習者對中醫的刻板印象,評估是否能提升學習者的使用意願和學習動機。為了評估本系統,本研究主要邀請大學以上學歷之學生操作系統後進行問卷調查,分別就「系統滿意度」、「學習動機」進行探討。共有108位學生進行實驗後採用問卷調查,其中無效問卷有8份,實際回收之有效問卷為100份,有效問卷占原始問卷比例為92.6%。利用平均值,標準差和α value進行分析,以評估本系統之採用因素與學習動機的改變。
  結果發現受測者對此兩份問卷均感到滿意以上,顯示以人機互動觀點建構遊戲化數位學習系統確實有助提升使用意願和學習動機。結論如下:(1)以使用者觀點發展學習系統有助提升使用意願和學習動機;(2)本遊戲化數位學習系統有助提升學習者的學習動機;(3) 本遊戲化數位學習系統有助於增加學習者的學習成效。
  The information science and technology to incorporate systematize instructional design is a new trend in the 21st century. The learners can use real-time interactive learning by computer, mobile device or mobile anywhere and anytime. In recent years, the application of gamification redoubled attention from various countries in the field of education. In a variety of learning courses or materials to promote learning motivation through games, even make learning and training more efficient and better learning.
  The study combined with characteristics of gamification learning and advantages to construct a gamification e-learning system for traditional chinese medicine by human-computer interaction perspective. Attempting to subvert stereotyped image and assess whether promotion use intention and motivation. In order to assess the study, researcher main invite hold university degrees or higher qualifications’ students to use the system and conducted a questionnaire survey to explore the “system satisfaction” and “learning motivation”. A total of 108 students in the experiment, which has 8 invalid questionnaires, 100 valid questionnaires were collected, the sample availability was 92.6%. The obtained data were analyzed by mean, standard deviation and Cronbach’s α to assess the learner’s using factors and change in learning motivation.
  The results show that students hold positive learning motivation which data were between agree and full agree in “system satisfaction” and “learning motivation”. It shows that constructing a gamification e-learning system for traditional chinese medicine by human-computer interaction perspective is contribute promote learners’ usage intention and learn motivation. The concludes as follows: (1) Develop the system in accord with HCI Perspective can help learners to enhance learn motivation; (2) The learning system can help learners to enhance learn motivation; (3) The learning system can helps to learning effectiveness.
摘要 I
Abstract II
Acknowledgement IV
Table of Contents V
CHAPTER1 INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Research Objective 3
1.3 Research Framework 4
CHAPTER2 LITERATURE REVIEW 6
2.1 Traditional Chinese Medicine (TCM) 6
2.2 Electronic Learning (E-Learning) 8
2.3 Gamification 12
2.3.1 Relationship between ARCS Motivation and Learning 19
2.3.2 Gamification Learning Design Based on Theoretical Model 21
2.4 Human-Computer Interaction (HCI) 25
CHAPTER3 RESEARCH METHODS 28
3.1 System Framework and Design 28
3.1.1 System Development Tool 28
3.1.2 System Interface and Design 29
3.1.3 System Function and Design 37
3.2 Experimental Design 44
3.2.1 Sampling Method and Sample Characteristics 44
3.2.2 Research Tools 44
3.2.3 Questionnaire Design 47
3.2.4 Experiment Objective 50
3.2.5 Experiment Design 50
CHAPTER4 RESULTS AND DISCUSSION 53
4.1 Research Results 53
4.1.1 Descriptive Statistical Analysis 53
4.1.2 Questionnaire Analysis 54
4.1.3 Analysis for System Satisfaction Scale 59
4.1.4 Analysis for learning motivation scale 64
4.2 Research Discussion 69
CHAPTER5 CONCLUSION 71
5.1 Conclusion 71
5.2 Research Contributions 74
5.3 Study Limitations and Future Research 75
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