臺灣博碩士論文加值系統

　 遊戲式學習在學習的領域一直是熱烈討論的議題，而在如今科技技術商品日新月異的時代，許多電腦周邊輔助科技的開發，改變了人們以往的操控電腦模式，如紅外線偵測、視訊裝置、體感互動、眼動儀及腦波儀……等等。本研究將情境式學習法結合遊戲式學習建構英語情境式學習的遊戲環境，設計一款遊戲式學習－「Brain Market」，讓學習者透過此款遊戲，能夠提升英文單字的學習成效，遊戲以學習英文單字為主，進行遊戲時學習者必須配戴由NeuroSky所開發的腦波儀，腦波儀會將所偵測到學習者的腦波經由eSense專利算法，獲得學習者的attention值，attention值在遊戲中為是否完成任務的判斷條件，本研究目的有二：第一點為評估應用腦儀開發遊戲式學習之可行性；第二點為利用腦波開發遊戲式學習提升學習成效。
本研究評估方式為邀請34名國小六年級學童進行實驗，分為實驗組及控制組，實驗組在進行遊戲時配帶腦波儀完成學習遊戲任務；控制組則是不使用腦波儀僅利用時間控制完成學習遊戲任務。研究結果顯示，應用腦波於遊戲式學習之設計開發是可行的，學生對於本系統評價為正向反應，由學習前後的評量測驗中能明顯看出，學習者能夠透過本研究開發之腦波儀遊戲式學習提升學習成效。

Game-based learning (GBL) has been widely discussed in the field of learning. Nowadays, technologies and relevant products have been advancing rapidly. The fast-developing, peripheral computer-aided technologies have also changed the way that people control the computer, such as infrared detection, video devices, somatosensory interaction, eye tracker, electroencephalography, etc. This study combines situational learning and game-based learning to construct a game environment for English situational learning and design a game for learning, the “Brain Market”. Through playing this game, participants can improve their performance of learning English vocabularies. When playing this game, the participants need to wear the electroencephalography developed by NeuroSky. The electroencephalography will detect participants’ brainwave and conduct an algorithm that is an eSense patent and acquire attention values of the participants. This study uses the attention value to determine if a participant accomplishes a task. This study has two research purposes: one is to evaluate the feasibility of combing electroencephalography with game-based learning. The other is to introduce electroencephalography into game-based learning development enhancing learning performance.
34 six-grade students participated in this study. They were divided into the experimental group and the control group. Participants in the experimental group wore the electroencephalography to accomplish the learning tasks, while the participants in the control group did not wear the electroencephalography but needed to accomplish the learning tasks in the controlled time limit. The results show that it is effective to apply the electroencephalography to learning games that are developed by the game-based learning methods. Participants have positive feedbacks on this system. Also, from the evaluation test before and after the learning, participants had improved their learning performance through the electroencephalography learning game developed by this study.

摘 要 I
ABSTRACT II
目錄 V
表目錄 VII
圖目錄 VIII
第一章 緖論 1
1.1 研究背景與動機 1
1.2 研究目的 2
1.3 研究流程 2
1.4 研究範圍與限制 3
第二章 文獻探討 4
2.1 遊戲與學習 4
2.1.1遊戲的定義 4
2.1.2數位遊戲式學習 5
2.1.3遊戲類型 8
2.2 情境學習理論探討 10
2.2.1 情境學習與虛擬環境 11
2.3 注意力與學習 13
2.3.1 注意力理論 13
2.3.2 注意力和執行功能與學習的關連 14
2.4 腦波 16
2.4.1腦波的種類 16
2.4.2腦機介面 19
2.4.3 注意力與腦波 21
2.4.4 腦波遊戲案例 23
2.5 小結 25
第三章 研究方法 26
3.1 研究設計 26
3.1.1 研究步驟與流程 26
3.1.2 受測對象 29
3.1.3 研究工具 29
3.1.4 實驗環境 32
第四章 遊戲設計 35
4.1 遊戲系統需求分析與制定規範 35
4.2 遊戲設計 36
4.2.1 遊戲概念發想 36
4.2.2 遊戲流程 38
4.2.3 遊戲角色、場景、物件設計 41
4.2.4 遊戲互動設計 45
第五章 研究結果 51
5.1 學習成效 51
5.2 SUS系統易用性量表計算 53
5.3 AUS情感使用性問卷分析 55
第六章　結論 58
6.1 研究討論 58
6.2 研究結論 59
6.3 研究建議 60
參考文獻 61
附錄一：家長同意書 65
附錄二：基本資料問卷 66
附錄三：前測英文單字評量 67
附錄四：前後測英文單字評量 68
附錄五：SUS系統易用性問卷 69
附錄六：AUS使用者情感問卷 71

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