本研究旨在探討以不同的數位悅趣式學習系統介面設計的美感對於不同先備知識學習者的學習態度與基礎物理學習成效間是否有影響。本研究對象以某私立大學學生99名，依照基礎物理先備知識前測總分平均分為高、低先備知識組。以Apple的iPad 2為行動載具，及三款數位悅趣式學習系統：「Amazing Alex」、「Crazy Machines」與Crazy Machines 2」，進行數位悅趣式學習活動30分鐘後；再填寫美感檢核表、學習態度量表、先備知識後測，從中隨機抽取6名作為訪談對象。
Facing the impact of globalization, information technology and technologized social changes, the knowledge background for learners are already different. For the study of basic physic, the use of Digital Game-Based Learning could help students to enhance learning motivation and to change the learning attitude. Hence, the game''s interface design has become increasingly important. The user-centered design style starts to be part of the discussion and the interface designs’ aesthetic is also gradually becoming the focus.
This research aims to explore if the aesthetic of Digital Game-Based Learning System interface design would affect the learning attitude and the learning effectiveness of basic physics from the students with different prior knowledge. The participants in this study are 99 students from a private university, which are classified into high or low level of prior knowledge groups according to the average scores of basic prior physic knowledge pre-test. Apple''s iPad 2 is used as a mobile device with three types of Digital Game-Based Learning Systems: "Amazing Alex", "Crazy Machines", and “Crazy Machines 2", to execute the Digital Game-Based Learning activities for 30 minutes. After that, the participants would fill the aesthetic checklist, learning attitude scale, and prior knowledge post-test. Then, we randomly select six participants for the interview.
The results appeal: first, the aesthetic of interface design does not affect learning effectiveness, but it does have a striking effect on the learning attitudes, especially in these three aspects: learning desire, using method, and learning motivation. Second, the different level of prior knowledge has a significant impact on learning effectiveness, but does not affect the learning attitude. However, the high level prior knowledge group has more motivation for learning. Third and last, there is no interaction between aesthetic and prior knowledge.