臺灣博碩士論文加值系統

數位遊戲應用於學習已日漸普及，其中一個重要應用類型，即使用遊戲式寵物養成學習系統：寵物同伴。在自我調整學習的研究中發現，明確學習目標與掌握學習狀態，有助於學生自我改善。因此，本研究利用寵物同伴的特性，設計字龍樂園系統，並以「訓練闖關」模式促進自我調整學習。在「訓練」模式中，除了利用「型態分類機制」加強學習內容與寵物龍的關聯性之外，並透過「成長階段機制」與「情緒回饋機制」強化學習狀態資訊顯示，希望透過此三機制，能有助於學生掌握自己學習狀態。具體而言，型態分類機制鼓勵學生注重學科內容的整體分類結構；成長階段機制的目的則在於，幫助學生了解目前整體學習進度；而情緒回饋機制則提示當前學習狀況。另外，在「闖關」模式中，以闖關表現為短期目標，闖關成功為長遠目標，鼓勵學生用努力不懈的方式持續學習。此闖關模式的目的在於，加強學生的學習目標，尤其是當學生掌握了學習狀態資訊後，能更進一步調整學習策略，進而達到自我調整學習。此系統開發完成後，以國小16位學生為對象，生字書寫為內容，進行初步評估，結果顯示：（1）訓練闖關模式具有促進學習的特性（2）型態分類機制能幫助學生關聯學習內容（3）情緒回饋機制具有提示學習狀態的作用

Digital game-based learning has attracted increasing attention, and one of important applications is the genre of pet-nurturing games: pet companion. Based on the theory of self-regulated learning, goal-setting and status representation are two key factors, which could facilitate students’ self-improvement. Therefore, the study develops a game-based learning system, word-dragon, to foster self-regulated learning. More specifically, Regarding the training mode, in addition to the "type classification mechanism", which is used to strengthen the relationship between learning content and dragons, two mechanisms are also used to enhance students’ status representation: “growing-up” and “emotional feedback” mechanisms. The former aims to help students understand their overall learning status and progress, whereas the latter attempts to remind students of their current learning status and progress. Regarding the challenge mode, a series of levels are developed as short-term and long-term goals for students to pursue. In this way, students’ self-improvement could be further facilitated. A preliminary system evaluation was conducted by a study where 16 elementary students were involved. The results found that (1) overall, the “training and challenge modes” could foster student learning (2) the “type classification mechanism” could help student understand the categories of learning content (3) the “emotional feedback” mechanism could help students understand their learning status.

一、緒論 1
1.1研究背景與動機 1
1.2研究目的 3
1.3研究流程 4
二、文獻探討 5
2.1自我調整學習 5
2.1.1目標設定與成效之關係 6
2.1.2利用目標設定激發學習成效 7
2.2數位遊戲式學習 8
2.2.1遊戲式學習的發展 8
2.2.2遊戲中的心流經驗 9
2.3寵物同伴 10
2.3.1寵物同伴系統的各版本比較 13
2.3.2寵物同伴的發展歷史 15
2.4小結 18
三、系統發展 19
3.1設計概念 19
3.2學習活動 21
3.3系統實作 22
3.3.1訓練模式 22
3.3.2闖關模式 28
四、系統評估 31
4.1研究設計 31
4.2參與對象 31
4.3研究工具 33
4.3.1使用系統 33
4.3.2易用性量表 33
4.3.3心流量表 34
4.3.4差異量表 34
4.3.5訪談 35
4.4評估實施流程 36
4.5資料分析 37
五、研究結果 38
5.1易用性量表 38
5.2心流量表 39
5.3差異量表 41
5.4訪談 43
六、結論與建議 57
6.1研究結論 57
6.2後續系統發展建議 60
6.3研究限制 61
6.3.1研究方法限制 61
6.3.2時間限制 61
6.3.3樣本限制 61
參考文獻 62
中文部分 62
英文部分 64
附錄一：系統易用性量表 68
附錄二：心流量表 70
附錄三：差異量表 73
附錄四：訪談問卷 74

中文部分
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英文部分
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