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    題名: 冒險遊戲融入學習之設計與發展 : 以「專業英文」課程為例
    其他題名: The design and development of adventure games for “English for educational technology” course
    作者: 林靜敏;Lin, Ching-min
    貢獻者: 淡江大學教育科技學系碩士班
    鄭宜佳;Cheng, Yi-chia
    關鍵詞: 遊戲式學習;語文學習;教材發展;Game-based Learning;language learning;instructional material development
    日期: 2010
    上傳時間: 2010-09-23 15:22:07 (UTC+8)
    摘要: 近年來,遊戲被認為是會對青少年的行為、思考產生極大影響力的工具,也因此,學者們開始探討將遊戲導入教育領域中,期望透過遊戲來提升學習者的學習動機、學習成效、學習專注力以及認知能力。本研究旨在針對北縣某私立大學教育科技系大三學生之專業英文課程,進行相關遊戲式學習教材之設計與發展。
    研究透過文獻分析,蒐集並歸納出遊戲式學習教材設計相關理論或原則,再根據所歸納出之原則進行遊戲式學習教材開發,並針對遊戲式學習教材實施形成性評鑑。形成性評鑑分為專家評鑑與使用者滿意度測試兩部分,在專家評鑑部分,先針對所歸納出之遊戲式學習教材設計原則進行專家效度檢核,在教材發展完成後,再針對教材本身進行專家評鑑與使用者滿意度測試,研究邀請四位相關領域之專家及五位學習者進行評鑑測試。
    本研究歸納出專家與學習者評鑑之結果,分為以下三項:在使用者介面設計部份,介面之色彩及文字須搭配適當,介面上之圖示與指示必須清楚明確,同時符合學習者過往經驗。在教學內容部分,必須確保學習者已具備相關先備知識與語文能力,同時針對不同程度之學習者,內容難易度需顯著,也必須提供正向的回饋作為引導。而針對遊戲本身之設計,首先必須清楚陳述遊戲的規則,同時遊戲必須是具有挑戰性與娛樂效果,且透過敘事的包裝強化其架構。
    對於未來研究部份,針對兩個面向提出建議:在遊戲式學習教材發展方面,介面以簡單清楚為考量,不同學科也應有不同遊戲設計方式,語文類遊戲更是須要考量學習者語文程度,並加強遊戲的敘事性。而對於未來相關研究方面,廣泛蒐集各年齡層學習者的背景資料、強化遊戲整體架構、長期探討與歸納遊戲式學習教材設計原則都是未來研究可以發展的部分。
    In recent years, games for the youth have a considerable impact, many experts thought games affect learners’ behavior and thinking. To enhance students’ motivation, learning performance, concentration and cognition, educators have begun to examine the effects of games in educational domain. This research aimed to design and develop game-based learning materials for “English for Educational Technology” course for students majoring in educational technology at a private university.
    Based on literature review, this research generalized the design rules of game-based learning materials, and then developed the games in accordance. Finally, formative evaluation of the games, including expert review and user testing, were conducted to evaluate the games’ interface design, instructional design, and game design. The games were revised according to the results from formative evaluation.
    The results showed that: A) In the interface design part, the colors and the font should collocate appropriately. The directions and the icons should be concise and conform to learners’ experiences. B) In the instructional design part, make sure that learners have prior knowledge and language skills. Provide different difficulty levels to each student. Positive feedback should also be provided. C) In the game design part, the rules of the game should be clearly announced. Use narratives to reinforce the competitiveness and entertainment elements of the games.
    Suggestions for future studies are as follows: A) When developing game-based learning materials, use simple interface design, incorporate appropriate game design for different subject matters, consider learners’ language abilities, and strengthen the narratives of the games. B) Future studies can collect different background information from learners, reinforce the framework of the game, and further investigate the principles of designing game-based learning materials.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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