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研究生:陳浩正
論文名稱:基於問題解決情境之觸控式創意齒輪遊戲設計研究
指導教授:廖冠智廖冠智引用關係
學位類別:碩士
校院名稱:國立新竹教育大學
系所名稱:數位學習科技研究所
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:2013
畢業學年度:101
語文別:中文
中文關鍵詞:問題解決連鎖反應情境齒輪遊戲設計觸控操作
外文關鍵詞:problem solvingthe scenario of chain reactiongearsgame designtouched operation
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中文摘要
遊戲是學童自我本能之一,遊戲式教學除了可以強化學習效率,在過程中亦能增添樂趣,獲得高度的學習成果。本研究旨在進行「創意齒輪實驗室」的製作,以問題解決為發想情境,在遊戲單元中設計探索式介面以及圖像式工具,引導學童直覺探索進行問題解決之悅趣學習。本遊戲運用觸控面板來進行操作,其特性有如日常生活中直覺性的行為模式。
遊戲介面主要以實驗室為背景,設計許多科學小物件引發學童的好奇心,激發其探索動機嘗試主動瞭解並解決所預設的情境問題。裝置工具則設計十種圖像為代表,其設計概念主要參考國小自然與生活科技領域的教學內容,引導學童以動手做做看的方式建立合理且具作用的齒輪組件,啟動一連串程序的觸媒以產生連鎖效應,進而解決遊戲所預設的問題。「創意齒輪實驗室」設計完成後,研究者進行初步敘事訪談並探究受訪學童的操作歷程,主要結果發現:
一、應用國小自然與生活科技領域進行遊戲發想建置「創意齒輪實驗室」的可行性。
二、系統中的情境動畫與齒輪工具有助於學童從生活經驗中聯想進行遊戲問題解決。
三、學童能透過觀察與生活經驗聯想認知遊戲情境目的、工具操作以及在齒輪失效情境找尋困境癥結點。

Abstract
Playing game is one of children’s instinct, game-based teaching could learning efficiency be enhanced in addition to add fun and get better learning outcomes in the process. The purpose of this study is to design the “Creative Gears Lab”, being problem solving to think scenario, in the game units, that designing exploratory interface and image-based tools to guide children intuition to explore doing game-based learning of problem solving. In this game, touched panel is used to operate, that characteristic just like intuitive behavior patterns in everyday life.
The background of interface is mainly about laboratory in this game, designing many scientific tiny things to initiate curiosity of children, stimulating their exploratory motivation to try finding out and solving preset situational problems. Device tools that designing ten kinds of image to represents, that designed concept is referenced mainly the teaching content of elementary nature and life technology to guide children used the mode of their hands to establish the reasonable and functional gear module, starting a series of procedures to produce chain reaction and then solving preset problems. After the “Creative Gears Lab” been designed complete, I made progress initial narrative interview and explored the operating progress of this interviewed children, the findings were as follows:
1.Using elementary nature and life technology to devise this game and set possibility of the “Creative Gears Lab”.
2.The situational animation and gear tools in this system that can help children thinking from their life experience to solve the game problems.
3.Children can through watching and thinking their life experience to recognize the purpose of the game situations, tool operation and find predicamental point in gear invalid scenario.

目次
致謝 ......................................................I
摘要 .....................................................II
Abstract ................................................III
目次 .....................................................IV
表次 ...................................................VIII
圖次 .....................................................IX
第一章 緒論 ................................................1
第一節 研究背景與動機 ........................................1
第二節 研究目的 .............................................3
第三節 研究範圍與限制 ........................................4
一、研究範圍 ...............................................4
二、研究限制 ...............................................4
第四節 解釋名詞 .............................................5
一、問題解決(Problem Solving) ...............................5
二、連鎖反應(Chain Reaction).................................5
三、觸控操作 ............................................5
四、創意齒輪遊戲 ............................................5
第二章 文獻探討 .............................................7
第一節 互動腳本與遊戲設計 .....................................7
一、互動腳本設計............................................7
二、互動遊戲設計............................................8
三、情境與遊戲探索歷程......................................10
第二節 互動遊戲對創意性問題解決能力之影響......................12
一、互動遊戲對於創造力的表現...............................12
二、互動遊戲對於問題解決能力之表現.........................14
第三節 GIGO式互動遊戲設計....................................18
第四節 悅趣學習之動力理論.....................................20
第三章 研究方法.............................................23
第一節、研究流程.............................................23
第二節、實驗對象.............................................25
第三節、連鎖反應遊戲之設計概念.................................25
一、FF至PF階段:探討使用者如何觀看遊戲畫面與認知情境問題之類型........................................................28
二、IF階段:瞭解使用者思考動力機件、元件工具型式與連鎖反應元件之關聯性........................................................29
三、SF至AF階段:歸納與評估各種解決方法的可能組成方案......31
第四節、敘事訪談的設計與說明...................................33
一、A組:探究問題解決能力之情境問題認知之能力.............33
二、B組:探究問題解決能力之工具組件觸控操作之能力.........36
三、C組:探究問題解決能力之齒輪鏈結失效之解決能力.........38
第四章 創意齒輪實驗室之情境與互動設計...........................41
第一節、介面各功能簡介........................................41
第二節、問題解決情境之設計....................................45
一、瘋狂實驗之章...........................................45
二、瘋狂趣味之章...........................................45
三、連鎖反應情境...........................................46
第三節、問題解決情境特色......................................48
第四節、齒輪工具特色.........................................59
第五節、各單元連鎖反應過程....................................67
一、一次性任務.............................................67
二、連續性任務.............................................69
三、即時性任務.............................................72
四、因果關係性任務.........................................76
五、同步性任務.............................................79
第五章 研究成果與分析.............................................84
一、遊戲情境之問題認知表現..................................84
二、工具組件觸控操作之表現..................................86
三、解決齒輪鏈結失效之表現..................................88
第六章 研究結論與建議........................................90
第一節、研究結論.............................................90
一、應用國小自然與生活科技領域進行遊戲發想建置創意齒輪實驗室........................................................90
二、系統中的情境動畫與齒輪工具有助於學童的經驗聯想進行問題解決........................................................91
三、學童透過觀察與生活經驗聯想認知遊戲情境目的、工具操作以及在齒輪失效情境找尋困境癥結........................................91
第二節、未來研究建議.........................................93
一、系統設計之建議.........................................93
二、未來研究之建議.........................................95
參考文獻...................................................96
附錄......................................................99
附錄一、等待共鳴的提琴之連鎖反應過程...........................99
附錄二、玩具焚化爐之連鎖反應過程...............................100
附錄三、飢餓的烏龜之連鎖反應過程...............................101
附錄四、凍僵的小貓之連鎖反應過程...............................102
附錄五、王子的熱氣球之連鎖反應過程.............................103
附錄六、乾枯的金魚之連鎖反應過程...............................104
附錄七、棉花糖的魔豆之連鎖反應過程.............................105
附錄八、美髮師的秘密之連鎖反應過程.............................106
附錄九、公主的真面目之連鎖反應過程.............................107
附錄十、轉動吧!小綿羊I之連鎖反應過程..........................108
附錄十一、轉動吧!小綿羊II之連鎖反應過程.......................109
附錄十二、轉動吧!小綿羊III之連鎖反應過程......................110
附錄十三、大野狼的誘惑之連鎖反應過程...........................111
附錄十四、沒電的娃娃機之連鎖反應過程...........................112
附錄十五、快烤焦的乳豬之連鎖反應過程...........................113
附錄十六、貪吃糖女孩之連鎖反應過程.............................114
附錄十七、情境單元選擇表.....................................115
附錄十八、情境問題認知能力之觀察紀錄表.........................116
附錄十九、工具組件觸控操作能力之觀察紀錄表.....................117
附錄二十、齒輪鏈結失效解決能力之觀察紀錄表.....................118
附錄二十一、情境問題認知能力之紀錄資料I........................119
附錄二十二、情境問題認知能力之紀錄資料II.......................120
附錄二十三、工具組件觸控操作能力之紀錄資料I....................121
附錄二十四、工具組件觸控操作能力之紀錄資料II...................122
附錄二十五、齒輪鏈結失效解決能力之紀錄資料I....................124
附錄二十六、齒輪鏈結失效解決能力之紀錄資料II...................125

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