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研究生:王俊博
論文名稱:遊戲經驗與自我調節能力對玩家力學概念之影響
論文名稱(外文):The Influence of Game Experience and Self-Regulation on Players’ Mechanics Concept
指導教授:孫春在孫春在引用關係Chuen-Tsai Sun
學位類別:碩士
校院名稱:國立交通大學
系所名稱:理學院科技與數位學習學程
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:64
中文關鍵詞:數位遊戲自我調節概念構圖
外文關鍵詞:Digital GamesSelf-regulationConcept mapping
相關次數:
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概念構圖常被用在遊戲式教學上,因概念構圖可將抽象的知識將其結構層次化,而遊戲中潛藏著許多學習的元素,因此教學設計者期望遊戲可助學習者以較具體化方式學習知識概念。觀察遊戲中的某些玩家,會藉由不斷的挑戰同一關卡,來反覆修正本身遊戲行為以達「樂趣」的產生,這是一種自我滿足。而這樣的過程類似學習的自我調節,學習者藉由不斷的修正本身學習的行為或方式以達自我滿足。因此本研究以「憤怒鳥」為遊戲背景,在此遊戲中每一種鳥都有屬於自己的特殊技能,而該技能恰可對應某種物理概念,故本論文的主架構便是藉由遊戲情境驅使個體的自我調節能力表現在概念構圖上。
本研究依進行遊戲與否,將高中二年級受試學生分為:無遊戲組、原遊戲順序組、教師提供順序組共三組。研究中主要透過概念圖的前後測成績,來檢驗高低自我調節能力的學生對概念構圖各子項目(包括關係、階層及連結)有何差異性,另外再檢測遊戲進行與否對概念圖記憶的衰退性是否相關。
由概念圖中各子項目的結果可得知五項結果如下列:
一、 高低自我調節能力對概念構圖有顯著相關性
二、 高自我調節的人會將知識階層化;而低自我調節的人,重點偏向學習單一知識概念
三、 不同的遊戲方式對概念構圖無顯著相關
四、 若有進行遊戲,不論高低自我調節能力,學習者概念圖的記憶可較持久
五、 概念圖中的上下階層關係一旦建立便不易遺忘

Concept mapping is often used as a kind of pedagogy in game-based learning because concept mapping can help students to structure their abstract knowledge.Moreover, there are huge amount of knowledge elements in the games so a more structured approach is needed for effective learning. Therefore, the game-based learning designer can expect the games help the players to learn the concepts embedded in games in a more systematic way. Our observation shows that some
players keep challenging the same game level repeatedly to correct or modify their strategies and get pleasure from it. Such process is similar to the self-regulated process of learning, in which the learners reach the condition of self-gratification by constantly adjusting their ways of learning. In this research, we take the game “Angry Bird” as an example. Each kind of birds in the game has its own special skills, and that may correspond to certain physics concepts. The target of this research is to utilize the plots of the game to reinforce the self-regulation ability of the individuals
and express it through concept mapping.
We divide a group of second-year students of a senior high school into three groups: the non-playing group, the group playing in original puzzle order, and the group playing in teacher-arranged order. The main purpose of the research is to use the analytical results of concept mapping to examine if the students’ varied level of self-regulation ability may reflect in their differences in terms of concept mapping sub-items, including both hierarchical and cross-link relationships. In addition, this research also examines whether playing the game or not may affect the prolonged memory of concept mapping.
The following are five major findings from the outcome of the concept mapping
analysis:
(1) High and low self-regulation abilities show remarkable relevance in concept mapping.
(2) People of high self-regulation put knowledge into a hierarchy; in contrast,people of low self-regulation learn segmented pieces of knowledge.
(3) Different arrangements of puzzles are not remarkably related to the players’concept mapping.
(4) By playing games, learners of either high or low self-regulation ability have prolonged memory in terms of concept mapping.
(5) Once the hierarchical relationship in concept mapping has been established,it will not be easy to forget.
目 錄
摘 要……………………………………………………………………………ⅱ
ABSTRACT…………………………………………………………………………ⅲ
第一章 緒論……………………………………………………………………1
1.1 研究背景與動機……………………………………………………………1
1.2 研究目的……………………………………………………………………3
1.3 研究問題……………………………………………………………………3
1.4 名詞解釋……………………………………………………………………3
1.4.1 遊戲情境…………………………………………………………………3
1.4.2 自我調節…………………………………………………………………4
1.4.3 概念圖……………………………………………………………………4

第二章 文獻探討 ………………………………………………………………5
2.1 遊戲與學習 ………………………………………………………………5
2.1.1 數位遊戲的特色…………………………………………………………5
2.1.2 遊戲與教學………………………………………………………………6
2.1.3 訊息處理與記憶…………………………………………………………8
2.2 概念構圖……………………………………………………………………10
2.2.1 概念圖的源由……………………………………………………………10
2.2.2 概念圖的分類……………………………………………………………11
2.2.3 概念圖的評量……………………………………………………………15
2.3 自我調節相關理論…………………………………………………………17
2.3.1 自我調節理論……………………………………………………………17

第三章 研究方法與設計 ………………………………………………………20
3.1 研究架構……………………………………………………………………20
3.2 研究對象……………………………………………………………………20
3.3 研究工具……………………………………………………………………20
3.3.1 概念構圖評分方式………………………………………………………20
3.3.2 Angry Birds—「憤怒鳥」遊戲 ………………………………………23
3.4 研究設計……………………………………………………………………28
3.5 研究流程……………………………………………………………………29
3.6 實驗流程……………………………………………………………………30

第四章 資料分析 ………………………………………………………………38
4.1 我調節能力對概念圖1之差異檢定………………………………………40
4.2 板書教學前後對概念圖1與2各子項目的差異檢定……………………41
4.3 遊戲經驗與自我調節對概念圖2與3之差異性…………………………42
4.4 遊戲方式與不同自我調節能力的學生對概念圖2與3之差異檢定……44
4.5 有無進行遊戲與不同自我調節能力的學生對概念圖3與4各子項目記憶
表現之差異性………………………………………………………………46

第五章 結論與建議 ……………………………………………………………48
5.1 結論…………………………………………………………………………48
5.2 建議…………………………………………………………………………50
參考文獻…………………………………………………………………………51
附錄一 遊戲規則及螢幕錄影的介紹 …………………………………………54
附錄二 自我調節量表(改編自洪家祐,2008;簡瑞欣,2008) ………………55
附錄三 各關過關方式說明 ……………………………………………………57

中文部分
余民寧(1996)。概念構圖在改進教學方法之應用研究。教育部專題研究成果報告。台北:國立政治大學。
余民寧(1997)。有意義的學習-概念構圖之研究。台北:商鼎文化出版社。
陳素宜,孫易新合譯,Buzan, Tony著(2007)。心智魔法師:大腦使用手冊(Use Your Mind)。台北:耶魯國際文化。
程炳林(2002)。大學生學習工作、動機問題與自我調節學習策略之關係。國
立台灣師範大學教育心理學報,33(2),79-102。
王金國(2001)。成功學習之關鍵~自我調節學習。課程與教學,5(1),145-164。
洪家祐(2008)。遊戲情境中之自我效能與自我調節對心流經驗的影響。新竹:
國立交通大學理學院網路學習學程碩士論文。
陳立先(2009)。玩性透過自我調節對心流狀態的影響。新竹:國立交通大學資訊科學與工程研究所碩士論文。
蔡麗萍,吳麗婷(2004)。從概念構圖研究探討其在教學上之應用。台東.特教,19,48-55
陳玉欣、于富雲(2006) 。概念構圖學習成效相關影響因素之探討。中華民國第
22 屆科學教育學術研討會
簡幸如(2005)。數位遊戲設計之教學模式建構。中壢:國立中央大學學習與教
學研究所碩士論文。
林桑瑜(2002)。高中生自我調整學習策略之研究。台南:國立成功大學教育研
究所碩士論文。






英文部分
Anderson, R., Armbruster,B., & Roe, M. (1990). Improving the education of reading teachers. Daedalus, 119 (2), 187-209.
Bousquet, W. S. (1982). An application of Ausubel's learning theory to environmental education: A study of concept mapping in a college natural resources management course. Unpublished doctoral dissertation: Ohio State University.
Bruner, J. (1985). Vygotsky: A historical and conceptual perspective. In I.V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 21-34).Cambridge University Press, England.
Claxton, G. (1984). Live and learn. London: Harper and Row.
Dyson, A. (1990). Special educational needs and the concept of change, Oxford Review of Education, 16(1), 55-66.
Gowin, D. B. (1981). Educating. Ithaca, NY, Cornell University Press.
Kinchin, I.M. (2001). If concept mapping is so helpful to learning biology, why aren’t we all doing it? International Journal of Science Education , 23, 1257-1269.
Markham, K.M., Mintzes, J.J. & Jones, M.G. (1994). The concept as a research and evaluation tool:Further evidence of validity. Journal of College Science Teaching. 31, 91-101.
Moreira, M. (1979). Concept maps as tools for teaching. Journal of College Science Teaching.8, 283-286.
Novak ,J. D., & Gowin, D. B. (1984). Learning How to Learn . Combridge University press.
Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52.
Quinn, H. J., Mintzes, J. J., & Laws, R. A. (2004). Successive concept mapping. Journal of College Science Teaching, 33 (3), 12-17.
Schreiber, D. A., & Abegg, G. L. (1991). Scoring student-generated concept maps in introductory college chemistry. National Association for the Research in Science Teaching, Lake Geneva, WI.

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