臺灣博碩士論文加值系統

數位教學遊戲應用在各個學科上面已經是相當的普遍，教材以動畫及遊戲的方式呈現可以刺激視覺感官，可提升學習者的學習動機。因此，本研究試圖探討數位遊戲式學習設計要點與學習動機之間的關係，建構一個數位遊戲設計理論架構、並依此架構開發二個數位教學遊戲及進行四個實驗來探討其影響性。實驗一主要在建構一個以遊戲機制(mechanics)、操作功能(operating fuction)、有趣性(fun)、虛構故事與敘事(fiction &; narrative)、美學和圖像(aesthetics &; graphics)等五項要素的MOFFA數位遊戲設計架構。為驗證此架構的可行性，本研究開發一個以自然科技與生活課程為主題的遊戲(CCMLS)，其中結合ARCS動機等學習理論。實驗中探討遊戲設計要點對ARCS學習動機理論的影響，並以典型相關分析找出影響最重的因素。結果顯示有趣性與動機中的信心相關性最高。實驗二針對數位教學遊戲與非數位教學遊戲的學習動機及學習成效比較，實驗組施以CCMLS數位遊戲，對照組採用教材影片。結果顯示在學習動機及學習成效上實驗組皆高於對照組，且有顯著性的差異。實驗三先以擴增實境設計要點對ARCS學習動機理論的關係進行探討，而在的典型相關分析中，以3D畫面與動機中的滿足相關性最高。實驗四則開發四種不同類型的擴增實境英語教學遊戲，檢驗哪一種遊戲類型的滿意度最高。結果在每一個構面上皆無顯著差異，但有教學動畫故事的角色扮演遊戲，無論在3D畫面、介面設計、操作功能、及教材有趣性等各方面，皆獲得最高得評價。而男女學童在問答接龍遊戲中，在3D畫面、介面設計、及操作功能構面檢測達顯著性結果。男生最喜歡的遊戲類型為角色扮演，而女生最喜歡的遊戲類型為問答接龍。本研究貢獻提出遊戲的設計架構提供教材設計師在未來設計相關教材時的參考資料。

Digital game-based learning is already quite common in various subjects. Teaching materials with animation and games can increase the learners’ motivation. Therefore, this study focused on the relationship between game design elements of digital game-based learning and learning motivation. In the parts of theory construction, we established a newly design framework for digital game with 5 elements: game Mechanics, Operating functions, Fun, Fiction and narrative, Aesthetics and graphics --MOFFA framework. In order to verify the feasibility of the MOFFA framework, two digital educational games and four experiments were developed to explore the relationship between digital game design and learning motivation. In experiment one, an educational game (CCMLS) of the natural science and technology and life course was developed based on digital game design elements, combined ARCS motivation model, and the theory of humor. This experiment explored the impact on ARCS Motivation Theory due to digital game design. Canonical correlation analysis was used to identify the most significant factors. The results display fun and interest increases the level of confidence. In experiment two, a digital game teaching material and non-digital game teaching material were compared on learning motivation and learning effectiveness. CCMLS was used in the experimental group while the videos used in the control group. The results showed significant differences on learning motivation and learning effectiveness between 2 groups. In experiment three, the canonical correlation analysis between Augmented Reality design elements and ARCS Motivation Theory were explored, and the result showed that 3D graphics and Relevance were exhibited a high correlation in canonical correlation analysis. In experiment four, four genres of Augmented Reality English learning games were developed. They were each rated for their level of learner satisfaction. The result showed that the one with role-playing and animation received the highest praise in all aspects of 3D images, interface design, operational function, and fun of materials. Moreover, boys’ favorite type of games is role-playing, while girls’ favorite type of games is quiz game.
This study contributes to the MOFFA framework of digital game design. In addition, it provides a foundation for the developmental process of educational digital game. Educational game designers can use this as reference materials in the future.

目 錄

中文摘要…………………………………………………………………..…... i
英文摘要……………………………………………………………….……. iii
誌謝……………………………………………………………………..……. v
目錄……………………………………………………………………..……. vii
表目錄…………………………………………………………………..……. xi
圖目錄………………………………………………………………..………. xiii
第一章 緒論………………………………………………………………... 1
1.1 研究背景與動機………………………... …………….….1
1.1.1 數位遊戲與學習動機………………………... ……………1
1.1.2 融入ARCS理論、動畫與幽默感理論的遊戲設計………….1
1.1.3 擴增實境遊戲……………………………………………….. 2
1.1.4 不同類型的遊戲應用於國小英語教學…………………….. 3
1.1.5 多媒體教學應用在英語與自然科技與生活 3
1.2 研究目的…………………….. ……..……………………...... 4
1.3 研究流程………………………..……………………...……. 5
1.4 研究架構……………….………………………...………….. 6
1.5 研究名詞定義………………………………………….…….. 7
1.5.1 數位遊戲式學習的定義…………………………………… 7
1.5.2 遊戲的設計要素……………………………………………. 8
1.5.3 ARCS學習動機理論………………………………….…….. 8
1.5.4 幽默感理論………………………………….……………… 9
1.5.5 擴增實境…………………………………………………… 9
1.6 研究範圍與限制……………………………………….…….. 10
第二章 文獻探討…………………………………………………………...11
2.1 數位遊戲設計……………………………………….………...11
2.1.1 數位遊戲式學習……………...…………………….………11
2.1.2 數位遊戲的特性………………..………………….………. 12
2.1.3 數位遊戲設計的要素…………..………………….……….15
2.2 動機學習理論相關研究………..………………….………… 17
2.2.1 ARCS學習動機理論………..………………….…………… 17
2.2.2 國內在ARCS動機教學模式之研究…………………...…...18
2.2.3 國外ARCS動機教學模式相關研究……………..…….…...20
2.2.4 ARCS學習動機理論與DGBL數位遊戲式學習………..…21
2.3 動畫、虛擬角色、與幽默感……... ………….………….…..22
2.3.1動畫在學習上的發展………….…………………...…….…..22
2.3.2 幽默感理論及虛擬角色……... ………………….…….…..22
2.4 數位教學遊戲的種類……... ……………………….………..23
2.5 擴增實境的原理與應用……………………………..………. 26
2.5.1 擴增實境的原理…………………………..……….………..26
2.5.2 擴增實境遊戲的設計要點…………………………..……..27
2.5.3 AR教學對學習興趣的影響…………...........28
2.5.4 國內外AR應用在教學相關研究………….……………….29
2.6 小結………………………………………………………. 32
第三章 研究設計與實施………………………..…………….…. 35
3.1 實驗一 研究方法……………………………………….…….. 35
3.1.1 文獻分析與理論建構………………………………………… 35
3.1.2 專家內容效度………………………………………………… 39
3.1.3 問卷編製與實施……………………………………………… 40
3.1.5 資料處理……………………………………………………… 43
3.2 實驗二 研究方法…………………………..….……….……...44
3.2.1 遊戲開發…………………………..….……….………………44
3.2.2 問卷編製與實施…………………..….……….………………53
3.2.3 正式實驗…………………..….……….……………………… 54
3.3 實驗三 研究方法………………………....….……….……….54
3.3.1 遊戲開發…………………………..….……….……………… 55
3.3.2 問卷編製與實施…………………..….……….………………58
3.3.3 正式實驗…………………..….……….………………………61
3.3.4 資料處理…………………..….……….……………………… 61
3.4 實驗四 研究方法….……………………...….……….……….62
3.4.1 四種不同類型的遊戲開發………………...….……….……62
3.4.2 問卷編製與實施………………...….……….………………..65
3.4.3 正式實驗………………...….……….……………………….. 65
3.4.4 資料處理………………...….……….……………………….. 66
3.5 小結………………………………………………………. 66
第四章 研究結果分析與討論………………………..........67
4.1 實驗一 數位遊戲設計要素與ARCS學習動機之相關分析… 69
4.1.1 積差相關分析……………..………………..…... 69
4.1.2 典型相關分析………..……………………………..………..70
4.1.3 典型相關分析路徑……………………………………...…….73
4.1.4 綜合討論………………………………………..…………… 74
4.2 實驗二不同多媒體教材在學習動機的比較……..75
4.2.1 ARCS學習動機的比較………………………....……………75
4.2.2 學習成效之比較……………………......... 76
4.3 實驗三 AR遊戲設計要素與ARCS學習動機之相關分析…77
4.3.1 積差相關分析…...………………….……………………… 78
4.3.2 典型相關分析……...……………………….………………… 79
4.3.3 典型相關分析路徑……...………………………………… 80
4.3.4 綜合討論……...…………………….………………………… 80
4.4 不同遊戲類型滿意度比較………….……………….81
4.4.1 3D畫面的比較………….……………………………………... 81
4.4.2 介面設計的比較……….……………………………………...83
4.4.3 操作功能的比較……….……………………………………...85
4.4.4 教材有趣性的比較……….…………………………………...87
4.4.5 綜合討論……...……………………….……………………… 89
4.5 小結……...……………………….……………………… 93
第五章 結論與建議…………………….………………..………………… 95
5.1 研究結論………..……….………………….………..…………. 95
5.1.1建構數位遊戲設計架構…….……………………….... 95
5.1.2探討數位遊戲設計要素與ARCS學習動機理論彼此間之相關性……..……………………………………………….... 96
5.1.3 數位遊戲教學與影片教學在學習動機及成效上的差異…… 97
5.1.4探討AR遊戲設計要素與ARCS學習動機理論彼此間之相關性………………..……………………………..……………… 97
5.1.5 四個不同類型的AR遊戲在滿意度和有趣性上的差異…….. 98
5.2 研究建議………………….…………………………………….. 98
5.2.1 數位遊戲式學習設計上的建議…………………………98
5.2.2 AR遊戲的建議…………………….…………………….……. 100
5.2.3 數位遊戲設計與學習動機的建議……………………100
5.3未來研究方向……………………………………………...……. 101
參考文獻………………………………………………..………………..……. 103
附錄
A 數位遊戲設計量表、ARCS學習動機量表及AR遊戲設計量表（專家內容效度檢測問卷）………………………………………… 115
B 專家內容效度檢測結果及處理情形………………119
C 項目分析結果…………..………………………………………... 123
D 最終問卷…………………………………………………………….. 126
E 六年級下學期自然與生活科技--巧妙的施力工具課程各單元內涵分析…………………………………………………………….. 139
F 五年級下學期英語科--Lesson 3 Where Are You Going? 課程各單元內涵分析………………………………………………..144

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