臺灣博碩士論文加值系統

　　博物館參訪是廣泛而有系統的非正式學習。目前國內外的博物館導覽相關研究有許多進步空間，例如：參訪者和展物的互動層次不足，且行動導覽在提升參訪者參訪動機與情意效果有待提升，以及行動導覽應用效果之評估方法不夠嚴謹等。本研究提出遊戲式行動導覽系統，並探討本遊戲式導覽系統與傳統紙本手冊的導覽方式對於參訪者學習成效的差異，而且也探討合作式遊戲導覽對於參訪活動的影響。
　　本研究運用導覽系統於國立歷史博物館三樓唐三彩展區，以國立台灣師範大學社會教育學系之兩班學生為實驗對象。實驗組有兩組，分別為合作學習組15人，個人學習組16人，控制組則為15人。合作學習組之學生以「合作式遊戲導覽系統」進行合作式參訪，個人學習組以「個人式遊戲導覽系統」進行個人參訪，而控制組則以傳統紙本手冊進行參訪。實驗過程中收集參訪過程的影像資料、唐三彩知識前後測與態度問卷，並進行三組學習成效之分析與比較。
實驗結果顯示，採用行動導覽載具之實驗組(含合作學習組與個人學習組)較採用傳統紙本手冊之控制組與展物有較多而顯著的互動。但三組在唐三彩知識方面的進步與對於唐三彩文物的興趣提升都沒有顯著的差異。

　　Visiting museums is an extensive and systematical form of informal learning. Many issues can be observed in the currently available research studies and improvement is needed in the related fields. For instance, the level of interaction between visitors and exhibits are insufficient, mobile guiding systems should be able to promote visitors’ motivation more effectively, and evaluating methods to the effects of mobile guiding systems ought to be more rigorous. This study developed a game-based mobile guiding system in order to examine the difference between the learning effects of using mobile guiding system and traditional paper guidebook. The effects of cooperative game-based guiding system on visiting activities were also studied.
　　The research developed a mobile guiding system and applied it on the “Tang Dynasty Tri-Color Glazed Pottery” exhibition in the National Museum of History. The participants included two classes of students in the Department of Adult and Continuing Education of National Taiwan Normal University. There were two experimental groups: 15 students in the group of cooperative learning mode and 16 students in the group of individual learning mode. The control group included 15 students. The students in the group of cooperative learning mode were divided into teams of three and used the game-based guiding system during their visits in the museum. On the other hand, the students in the group of individual learning mode used the same game-based guiding system, but were not allowed to talk to other participants. The control group used the traditional paper guidebook. Each student’s visiting process was video taped. This study also collected the pre- and the post-test knowledge scores of Tang Dynasty Tri-Color Glazed Pottery. The pre- and the post-attitudinal questionnaires were implemented as well. These data were then compared and analyzed in the study.
　　The results indicate that students using the mobile guiding system in the two experimental groups (including the cooperative learning mode as well as the individual learning mode) spend more time on interacting to the exhibits, as compared to the students who use traditional paper guidebook. However, there is no significantly difference among the groups in promoting knowledge and interest on Tang Dynasty Tri-Color Glazed Pottery.

目錄
附表目錄 x
附圖目錄 xi
第一章 緒論 1
1.1 研究動機 1
1.2研究目的 4
第二章 文獻探討 5
2.1 博物館學習 5
2.2 博物館行動導覽研究 9
第三章 系統架構與功能 14
3.1 系統架構 14
3.1.1 合作式遊戲導覽系統架構 14
3.1.2 個人式遊戲導覽系統架構 15
3.1.3 導覽系統內容編輯器 15
3.2 系統功能說明 16
3.2.1 合作式遊戲導覽系統功能說明 16
3.2.2 個人式遊戲導覽系統功能說明 24
3.2.3 導覽內容編輯器功能說明 31
第四章　研究方法 37
4.1實驗對象 37
4.2實驗設計 37
4.3實驗工具 37
4.4實驗程序 40
第五章 研究結果與討論 43
5.1 參訪者專注展物時間之分析 43
5.1.1 參訪者專注於展物的時間之定義 43
5.1.2 結果分析 44
5.2參訪者唐三彩知識之比較結果 45
5.3 參訪者對展物興趣之比較結果 46
5.4 問卷訪談結果 48
5.5討論 52
5.5.1 參訪情境 52
5.5.2 與參訪情境之互動 53
5.5.3 知識的前後測與態度問卷 55
第六章 結論與建議 58
6.1結論 58
6.2 建議 59
參考文獻 61
附錄一 史博館唐三彩實驗前測 64
附錄二 史博館唐三彩實驗後測 67
附錄三 遊戲謎題卷 69
附錄四 紙本古書 71
附錄五 唐三彩參訪學習單 76
附錄六 博物館參訪狀況 88
附錄七 實驗前態度問卷 90
附錄八 實驗後態度問卷 91
附錄九 訪談問卷內容 92
附錄十 實驗合作組問卷訪談結果列表 93
附錄十一 實驗個人組問卷訪談結果列表 95
附錄十二 控制組問卷訪談結果列表 97
附表目錄
表5.1 三組參訪者的專注時間之平均數和標準差 44
表5.2單因子變異數分析 44
表5.3 最小顯著差異法事後比較分析 45
表5.4 各組參訪學生知識之平均數與標準差表 46
表5.5受試者間效應項的檢定 46
表5.6 各組參訪者對展物興趣之平均數與標準差表 47
表5.7受試者間效應項的檢定 47
表5.8 解謎策略訪談整理比較表 48
表5.9 答題策略訪談整理比較表 49
表5.10 知識學習訪談整理比較表 50
表5.11 學習動機訪談整理比較表 51

附圖目錄
圖3.1合作式遊戲系統架構圖 14
圖3.2個人式遊戲系統架構圖 15
圖3.3導覽系統內容編輯器架構圖 15
圖3.4合作式遊戲導覽系統功能架構圖 16
圖3.5合作式遊戲導覽系統流程圖 17
圖3.6合作式遊戲首頁圖 18
圖3.7合作式遊戲畫面圖 18
圖3.8遊戲謎題顯示圖 19
圖3.9觀看展物資料圖之一 19
圖3.10觀看展物資料圖之二 20
圖3.11探索展物畫面圖之一 20
圖3.12探索展物畫面圖之二 21
圖3.13探索展物畫面圖之三 21
圖3.14進入戰鬥提示畫面 22
圖3.15進入戰鬥畫面 22
圖3.16戰鬥畫面攻擊圖之一 23
圖3.17戰鬥畫面攻擊圖之二 23
圖3.18戰鬥畫面被攻擊圖 24
圖3.19個人式遊戲導覽系統功能架構圖 24
圖3.20合作式遊戲導覽系統流程圖 25
圖3.21個人式遊戲首頁圖 26
圖3.22個人式遊戲畫面圖 26
圖3.23遊戲謎題顯示圖 27
圖3.24觀看展物資料圖之一 27
圖3.25觀看展物資料圖之二 28
圖3.26探索展物畫面圖之一 28
圖3.27探索展物畫面圖之二 29
圖3.28探索展物畫面圖之三 29
圖3.29進入戰鬥提示畫面 30
圖3.30進入戰鬥畫面 30
圖3.31戰鬥畫面攻擊圖之一 31
圖3. 32戰鬥畫面被攻擊圖 31
圖3.33導覽系統內容編輯器功能架構圖 32
圖3.34地圖編輯畫面 32
圖3.35地圖編輯器畫面_放置展物 33
圖3.36地圖編輯畫面_編輯背景 34
圖3.37小組編輯器畫面 34
圖3.38小組編輯器_學生編輯 35
圖3.39展物編輯器 36

圖4.1鈕釦式微型攝影機 39
圖4.2訊號發射器 39
圖4.3與三彩駱駝俑互動 39

附錄圖.1 參訪狀況一 88
附錄圖.2 參訪狀況二 88
附錄圖.3 參訪狀況三 89
附錄圖.4 參訪狀況四 89

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