臺灣博碩士論文加值系統

本研究試圖採用法國史學流派-年鑑學派(Annales School)中注重「時間與空間整合」的整體史、強調「經濟世界」和「結構分析」的特色；將之放進規劃原住民文化生活史嚴肅遊戲的設計架構流程中，並整合開放性學習理論及教學理論以作為遊戲設計時參考準則。在遊戲開發設計流程在資料層級階段(Data tier)以知識內容分類法(Taxonomy)的方式萃取出台灣原住民泰雅族的文化元素；在邏輯架構階段(Logic tier)經文化特質分析與歷史教育目的比對以確認遊戲架構及故事引擎的脈絡, 選定建設管理模擬遊戲(Construction Management Simulation) 類型遊戲來呈現部落的生活和部落經濟資源運作；在Presentation tier中將文化元素轉換成遊戲中使用者介面呈現。

在嚴肅遊戲建構完成後，透過進行學童的試玩體驗評量，評量結果顯示[原境泰雅]遊戲在提升學童對於原住民族生活史的學習動機和學習績效上呈現正面效益。故年鑑學派的理論方法整合文化歷史學習的設計流程，對於重建南島原民文化的歷史空間和文化脈絡體驗的嚴肅遊戲是可行的，且透過傳統文化理論、歷史理論、教育理論及跨領域專家意見的注入，能有效的深化遊戲內容和邏輯概念的豐富性； 本研究證實藉由民族學者、歷史老師、部落耆老和遊戲設計者等跨領域整合，訂出遊戲開發的教學目標和設計重點，並發展出原住民文化史的嚴肅遊戲設計架構，為一值得參考的文化創新模式。

This study uses the arguments and methods of the Annales School including the points of holistic space and time integration, economic world, structural analysis, and cross-disciplinary integration to design a serious video game that provides experiences of the cultural history of the Atayal indigenous people of Taiwan. The development of this game comprised the tiers of data, logic, and presentation. Analyzing cultural characteristics using Taxonomy and comparing historical educational goals assisted in constructing the game’s core mechanics as Construction Management Simulation game genre, and the context of the storytelling engine to present the cultural events and economic operation of tribe. Therefore, various extracted cultural components were transformed into in-game user interface presentations through design technique operations.

Game evaluation results showed that the schoolchildren were interested in and satisfied with understandings of the game interaction and the transmission of knowledge regarding the Atayal culture. Empirical research has confirmed that developing of a cultural heritage serious game that reconstructs historical and cultural learning goals and designing details requires a comprehensive framework based on the participation-based opinions from experts in numerous fields, including anthropology, history, and game design, as well as tribal elders, enabled the portrayal of educable and enjoyable game related to indigenous culture.

中文摘要 i
英文摘要 ii
誌謝 iii
目錄 iv
表目錄 vi
圖目錄 vii
第一章 緒論 1
1.1 研究背景與相關研究 1
1.1.1 嚴肅遊戲相關研究探討 1
1.1.2 台灣原住民的文化史與目前原民文化史教學狀況 3
1.1.3 千千岩助太郎與台灣原住民建築知識內容體系 5
1.2 研究動機與目標 22
1.3 研究架構流程與貢獻 24
1.3.1 研究架構簡介 24
1.3.2 研究限制 28
1.3.3 研究貢獻 28
第二章 文獻與理論探討 30
2.1 嚴肅遊戲設計之認知與體驗學習理論探討 30
2.1.1 認知學習理論 30
2.1.2 經驗學習模式 32
2.2 嚴肅遊戲規劃設計運用之開放式教學理論 34
2.2.1 認知學徒模式 34
2.2.2 錨式教學模式 35
2.2.3 目標導向情境式學習 35
2.2.4 問題導向學習 37
2.2.5 整合教學理論架構與嚴肅遊戲設計要素 37
2.3 遊戲類型與其設計策略探討 40
2.3.1 遊戲類型(Game Genres) 40
2.3.2 建設管理模擬類型遊戲(CMS) 41
2.3.3 從遊戲世界維度對應嚴肅遊戲之設計策略 42
第三章 嚴肅遊戲設計架構探討 46
3.1 文化創意設計之開發程序探討 46
3.1.1 文化產品設計程序 46
3.1.2 文化教育類嚴肅遊戲設計程序 48
3.2 參與式設計研究方法 50
3.3 以年鑑學派為基礎的嚴肅遊戲研究架構 52
3.3.1 年鑑學派觀點的原住民族文化歷史教育 52
3.3.2 年鑑學派為基礎的研究步驟與遊戲設計流程 54
3.4 原住民族生活文化史學習之嚴肅遊戲設計架構 58
3.4.1 設計程序架構說明 58
3.4.2 設計程序步驟說明 59
第四章 嚴肅遊戲設計開發建構 61
4.1 資料層級建構Data Tier 61
4.1.1 嚴肅遊戲知識層級基礎 61
4.1.2 以知識分類學(Taxonomy)操作原住民文化元素萃取 63
4.1.3 泰雅族文化元素萃取 65
4.1.4 跨類別交互作用的泰雅文化元素構成遊戲設計的知識層級 67
4.2 邏輯層級建構Logic Tier 70
4.2.1遊戲世界維度對應泰雅文化元素 70
4.2.2建構遊戲類型與玩法 71
4.2.3 [Storytelling Engine ]設定遊戲任務關卡 77
4.3 介面設計層級建構Presentation Tier 80
4.3.1遊戲設計構成元素對應原民文化元素 80
4.3.2環境場景與3D Model 建構 81
4.3.3 使用者介面設計 85
4.3.4 多媒體音訊整合 89
第五章 評估與驗證 91
5.1 遊戲效益評估 91
5.1.1實驗方法 91
5.1.2 評估結果分析 93
5.2 綜合討論 95
5.3 遊戲設計架構驗證與修正 97
5.3.1 研究限制探討 98
5.3.2 遊戲設計架構修正 99
第六章 結論與建議 100
6.1 結論 100
6.1.1 學術貢獻 101
6.1.2 實務貢獻 102
6.2後續研究建議 103
參考文獻 105
附錄 113
作者簡介 120

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