| Abstract: | 面對全球化、科技化、資訊化社會變遷的衝擊，學習者所擁有的背景知識也不盡相同，在學習基礎物理上，運用數位悅趣式學習；能使學習者提升學習動機，改變學習的態度；因此遊戲介面的設計也日漸重要，以使用者為中心的設計，也逐漸被提出來討論；介面設計的美感也慢慢備受重視。
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。
研究結果顯示，1.介面設計的美感不會對學習成效造成影響；但在學習態度有顯著影響，尤其在學習意願、使用方法、學習動機，這三個面向達顯著影響。2.擁有不同先備知識在學習成效上有顯著影響；但不會對學習態度造成影響，而高先備知識組的學習動機較高。3.美感與先備知識並無交互作用。
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. |
