Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/106991
|
| Title: | 智慧桌遊— 運用數據記錄與分析瞭解使用者體驗與學習歷程
Intelligent Board Game : Applying Data Analysis in understanding User Experience and Learning Progress |
| Authors: | 宋如泰
Soong, Ru Tai |
| Contributors: | 陳聖智
李蔡彥
Chen, Sheng Chih
Li, Tsai Yen
宋如泰
Soong, Ru Tai |
| Keywords: | 數位桌遊
數位學習
數據分析
遊戲式學習
大數據
使用者經驗
Digital Boardgame
Digital Learning
Data Analytic
Game-based Learning
Big Data
User Experience |
| Date: | 2017 |
| Issue Date: | 2017-03-01 17:35:14 (UTC+8) |
| Abstract: | 桌上遊戲從休閒娛樂逐漸融入到學校教育，運用巧妙設計的遊戲機制引發學生遊玩意願，進而在愉悅中學習。數位桌遊，一個透過結合數位科技的優勢輔助學習與娛樂的概念隨著教育型桌遊而崛起；然而從產業、學習、娛樂等角度來思考，數位桌遊究竟應具何特性？其體驗是否良好？學習是否有效？透過這些問題，本研究旨在（1）瞭解桌遊產業與玩家對數位桌遊的需求，（2）設計一款體驗供需法則的數位桌遊，（3）評估數位桌遊的遊戲性與學習效益。
首先，本研究運用體驗式學習圈與建構主義等學習理論設計出桌遊《寶島建設》，接著透過訪談桌遊產業各利害關係人了解產業對數位桌遊的想像與需求，透過彙整訪談內容建立數位桌遊的設計指標，最後本研究投入研發數位桌遊與數據分析系統，用以分析學習者的學習歷程與經驗。
本研究共有32位參與者，在進行遊戲期間會採集參與者的操作行為和遊戲資料作為分析，遊戲後會填寫含有心流經驗和遊戲接受度的問卷，並接受遊戲性與學習內容相關的訪談。實驗結果顯示，參與者普遍對《寶島建設》感到滿意，從競標的數據上顯示參與者逐漸掌握資源的價格區間；所開發的數據分析系統亦能發現參與者未達表現的原因，進而對學習者提出有效建議。
總結，本研究成果為（1）透過訪談瞭解桌遊產業對數位桌遊的需求與想像。（2）設計出能體驗與學習供需法則的數位桌遊《寶島建設》，並獲得遊戲參與者們對遊戲體驗正向的回饋。（3）數據分析系統能透過歷程分析了解學習者的困難與障礙，從數據分析圖表裡也可發現學習者逐漸掌握價格區間，這顯示透過數位桌遊《寶島建設》的競標機制能有效學習掌握需求與價格的關係。
Board games in Taiwan has risen from leisure and entertainment towards teachings in schools, by introducing fascinating game mechanism and theme to enhance student motivation makes learning more fun. Digital board games, a concept combining the advantages of digital technologies to enhance learning and entertaining arose with the rise of educational board games; however, from the aspect of industry, learning and entertainment, what characteristic should digital board game have? Does it create good experience? Is learning effective? Through these question, this research aims to (1) Understand the visions and needs of industry towards digital board game, (2) Design a digital board game to learn the law of supply & demand, (3) Evaluate the learning effectiveness and gameplay.
First, the research uses the experiential cycle and constructism learning theory to design the board game Formosa Construction Ltd, then interview several industrial stakeholders to understand the needs and visions of digital board game, through the interviews concluded a design guidelines, finally the digital version of Formosa Consturction Ltd was built along with the data analysis program use to evaluate user experience and learning portfolio in game.
Experiments was conducted with 32 participants, gameplay data are collected during gameplay, participants was asked to fill in a questionnaire with flow experience and acceptance, an interview session regarding gameplay and learning will be held after the questionnaire. Results indicate that participants are satisfy with the game, and data collected from auction showed that participants were progressively mastering the price range; The data analysis program was able to find reasons for participants that did not perform well, having chance to provide advice to learners.
In conclusion, the research results are (1) Understand the needs and visions of digital board game through interviewing The Taiwan Board Game Industry. (2) Design Formosa Construction Ltd and obtain positive feedback. (3) The data analysis program showed the obstacles learners met through portfolio analysis, auction data analysis also showed participants was progressively mastering the price range, showing that Formosa Contruction Ltd is effective in learning the relation between needs and price. |
| Reference: | 中文文獻
大前研一（2002）。工作雞湯，縱橫二十一世紀職場的成功秘訣。陳進盛譯，臺北：天下雜誌。
朱慶雄（2012）。結合數位學習與桌上遊戲對國小海洋教育學習興趣影響之研究-以天才小釣手之開發設計為例（未出版碩士論文）。國立臺北教育大學，臺北市。
呂宗昕（2009）。π型人：職場必勝成功術。臺北：商周出版。
李慧卿（2011）。Using Digital Board Game to Enhance Student Engagement in Learning（未出版碩士論文）。國立中央大學，桃園市。
宋如泰、陳聖智、李蔡彥（2016）。運用數據記錄了解數位桌遊之體驗式學習歷程—以《寶島建設》為例。全球華人探究學習創新應用大會，2016年7月12日。
許育齡、陳聖智、許明潔（2011）。促發數位設計學生想像的心理因素及其影響。教學科技與媒體，98，16-31。
許育齡、梁朝雲（2012）。探究想像力的意涵與特徵：探索性與驗證性因素分析之發現。教育心理學報，44（2），349-374。
周家興（2013）。結合擴增實境與桌上遊戲對台灣地名學習之影響（未出版碩士論文）。國立臺北教育大學，臺北市。
林生傳（2003）。教育研究法—全方位的統整與分析。臺北：心理。
林昌頡（2014）。無線低耗能藍芽動物方塊遊戲之設計研究（未出版碩士論文）。國立臺北教育大學，臺北市。
翁哲川（2014）。基於實體互動的擴增實境遊戲之創作與評估（未出版碩士論文）。國立臺北科技大學，臺北市。
張恬君（2004）。數位時代遊戲美學之教育意義。數位藝術教育網路期刊，5。
陳文烽（2013）。從思考風格探討一般桌上遊戲與數位桌上遊戲的互動策略—以卡坦島為例（未出版碩士論文）。國立交通大學，新竹市。
陳秋伶（2014）。桌上的遨遊與想像：台灣桌遊的發展現況（未出版碩士論文）。國立高雄應用科技大學，高雄市。
陳聖智（2011）。數位藝術互動設計應用之想像力建構分析—概念、操作化與實施策略。國立政治大學文化創意產業發展研討會，2011年12月5日。
黃柏翔（2012）。可整合教科書內容之教室內數位桌遊學習系統提昇學生學習動機之成效分析（未出版碩士論文）。國立中央大學，桃園市。
蔡福興、游光昭、蕭顯勝（2010）。影響數位遊戲式學習行為與學習遷移成效之因素探討。教育科學研究期刊，5（2），167-206。
葉憶萍（1998）。萬用的電腦網路桌上遊戲系統之設計（未出版碩士論文）。國立交通大學，新竹市。
英文文獻
Alexander, C. (1964). Notes on the Synthesis of Form (Vol. 5). Harvard University Press.
Aljohani, N. R., & Davis, H. C. (2012). Learning analytics in mobile and ubiquitous learning environments. In 11th World Conference on Mobile and Contextual Learning: mLearn 2012, Helsinki, Finland.
All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90-103.
Amabile, T. M. (1994). Motivational synergy: toward new conceptualizations of intrinsic and extrinsic motivation in the workplace. Human Resource Management Review, 3, 185-201.
Amaro, S., Viggiano, A., Di Costanzo, A., Madeo, I., Viggiano, A., Baccari, M.E., Marchitelli, E., Raia, M., Viggiano, E., Deepak, S. and Monda, M. (2006). Kaledo, a new educational board-game, gives nutritional rudiments and encourages healthy eating in children: a pilot cluster randomized trial. European journal of pediatrics, 165(9), 630-635.
Andersen, T. L., Kristensen, S., Nielsen, B. W., & Grønbæk, K. (2004). Designing an augmented reality board game with children: the battleboard 3D experience. In Proceedings of the 2004 conference on Interaction design and children: building a community, 137-138. ACM.
Annett, J. (1969). Feedback and human behavior. Middlesex: Penguin Books.
Bakeman, R. and Gottman, J. (1997). Observing interaction: An introduction to sequential analysis. Cambridge University Press.
Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Barneveld, A., Arnold, K. E., & Campbell, J. P. (2012). Analytics in higher education: Establishing a common language. EDUCAUSE learning initiative, 1, 1-11.
Beaney, M. (2005). Imagination and creativity. Milton Keynes: Open University.
Becker, K. (2008). Video game pedagogy: Good games = good pedagogy. Games: Purpose and Potential in Education, 5, 73-122.
Bochennek, K., Wittekindt, B., Zimmermann, S. Y., & Klingebiel, T. (2007). More than mere games: a review of card and board games for medical education. Medical teacher, 29(9-10), 941-948.
Brandenburger, A. M., & Nalebuff, B. J. (2011). Co-opetition. Crown Business.
Canossa, A., Seif El-Nasr, M., & Drachen, A. (2013). Benefi ts of game analytics: Stakeholders, contexts and domains. In Game analytics, 41-52. London: Springer.
Chang, C. C., Liang, C., & Chen, Y. H. (2013). Is learner self-assessment reliable and valid in a web-based portfolio environment for high school students? Computers & Education, 60(1), 325-334.
Chen, S. C., Huang, Y., & Liang, C. (2012). The combined effects of learning environment and personalilty traits on student imagination. Instructional Technology and Media, 102, 62-78.
Chong, Y., Wong, M., & Thomson, E. F. (2005). The Impact of learning styles on the effectiveness of digital games in education. In Proceedings of the Symposium on Information Technology in Education, Malaysia.
Chung, G. K. (2015). Guidelines for the Design and Implementation of Game Telemetry for Serious Games Analytics. In Serious Games Analytics, 59-79. Springer International Publishing.
Cutumisu, M., Blair, K. P., Chin, D. B., & Schwartz, D. L. (2015). Posterlet: A Game‐Based Assessment of Children’s Choices to Seek Feedback and to Revise. Journal of Learning Analytics, 2(1), 49-71.
Dewey, J. (1958). Experience and nature. NY: Dover Publications.
Ducheneaut, N., & Moore, R. J. (2005). More than just `XP`: Learning social skills in massively multiplayer online games. Interactive Technology and Smart Education, 2(2), 89-100.
Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & education, 49(3), 873-890.
Eisner, E. W. (1982). Cognition and curriculum: A basis for deciding what to teach. New York: Longman.
Froebel, F. (1902). The Education of Man. New York: D. Appleton.
Gunter, G. A., Kenny, R. F., & Vick, E. H. (2008). Taking educational games seriously: Using the RETAIN model to design endogenous fantasy into standalone educational games. Educational Technology Research and Development, 56(5), 511-537.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20-20.
Hinebaugh, J. P. (2009). A board game education. R&L Education.
Hou, H. T. (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG). Computers & Education, 58(4), 1225-1233.
Hou, H. T., & Li, M. C. (2014). Evaluating multiple aspects of a digital educational problem-solving-based adventure game. Computers in Human Behavior, 30, 29-38.
Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in Human Behavior, 48, 424-435.
Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. T. (2009). Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm?. Educational technology research and development, 39(3), 5-14.
Kandori, M., Mailath, G. J., & Rob, R. (1993). Learning, mutation, and long run equilibria in games. Econometrica: Journal of the Econometric Society, 29-56.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Kiili, K. (2006). Evaluations of an experiential gaming model. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2(2), 187-201.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Pearson Education.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Lepper, M. & Chabay, R. (1985). Intrinsic motivation and instruction: conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20(4), 217-230.
Lindqvist, G. (2003). Vygotsky’s theory of creativity. Creativity Research Journal, 15, 245-251.
Loh, C. S., Sheng, Y., & Ifenthaler, D. (2015). Serious games analytics: Theoretical framework. In Serious Games Analytics, 3-29. Springer International Publishing.
Loh, C. S., Sheng, Y., & Li, I. H. (2015). Predicting expert–novice performance as serious games analytics with objective-oriented and navigational action sequences. Computers in Human Behavior, 49, 147-155.
Lucking-Reiley, D. (2000). Vickrey Auctions in Practice: From Nineteenth-Century Philately to Twenty-First-Century E-Commerce. Journal of Economic Perspectives, 14(3), 183-192.
Mandryk, R. L., & Maranan, D. S. (2002). False prophets: exploring hybrid board/video games. In CHI`02 extended abstracts on Human factors in computing systems, 640-641. ACM.
Sivak, S., Sivak, M., Isaacs, J., Laird, J., & McDonald, A. (2007). Managing the tradeoffs in the digital transformation of an educational board game to a computer-based simulation. In Proceedings of the 2007 ACM SIGGRAPH symposium on Video games, 97-102. ACM.
Smith, A. (1776). An inquiry into the nature and causes of the wealth of nations.
Osborn, A. F. (1953). Applied imagination: principles and procedures of creative problem-solving. New York: Scribners.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Pape, J. A. (2012). The effects of digitization and automation on board games for digital tabletops (Unpublished Master Thesis). Queen’s University, Kingston.
Piaget, J. (1951). The child`s conception of the world. Rowman & Littlefield.
Piaget, J., Elkind, D., & Tenzer, A. (1968). Six psychological studies. New York: Vintage Books.
Piccione, P. (2003). Senet, Gaming with the Gods: The Games of Senet and Ancient Egyptian Religious Beliefs. Leiden: Brill.
Piers, M. W., & Landau, G. M. (1980). The gift of play: And why young children cannot thrive without it. New York: Walker.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6.
Prensky, M. (2005). Computer games and learning: Digital game-based learning. Handbook of computer game studies, 18, 97-12.
Rapeepisarn, K., Wong, K. W., Fung, C. C., & Khine, M. S. (2008). The relationship between game genres, learning techniques and learning styles in educational computer games. In Technologies for E-Learning and Digital Entertainment, 497-508. Springer Berlin Heidelberg.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57.
Roll, I., Baker, R. S. J. d., Aleven, V., & Koedinger, K. R. (2014). On the benefits of seeking (and avoiding) help in online problem solving environment. Journal of the Learning Sciences, 23(4), 537-560.
Rosen, L. D. (2010). Rewired: Understanding the iGeneration and the way they learn. Macmillan.
Serrano-Laguna, Á., Torrente, J., Moreno-Ger, P., & Fernández-Manjón, B. (2014). Application of learning analytics in educational videogames. Entertainment Computing, 5(4), 313-322.
Shaffer, D. (2006). Epistemic frames for epistemic games. Computers & Education, 46(3), 223-234.
Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low‐income children`s numerical development. Developmental science, 11(5), 655-661.
Siemens, G., Gasevic, D., Haythornthwaite, C., Dawson, S., Shum, S. B., Ferguson, R., Duval, E., Verbert, K., & Baker, R. S. J. D. (2011). Open Learning Analytics: an integrated & modularized platform. Proposal to design, implement and evaluate an open platform to integrate heterogeneous learning analytics techniques. Open University Press.
Smith, S. P., Blackmore, K., & Nesbitt, K. (2015). A meta-analysis of data collection in serious games research. In Serious Games Analytics, 31-55. Springer International Publishing.
Shapiro, C., & Varian, H. R. (1998). Information rules: a strategic guide to the network economy. Harvard Business Press.
Soppitt, M., & McAllister, G. (2011). Understanding player experience using sequential analysis. In Think design play: The fifth international conference of the digital research association, 6, 1-19.
Squire, K. (2005). Game-based learning: Present and Future State of the Field. New York: MASIE Center e-Learning Consortium.
Stebbins, R. A. (1992). Amateurs, professionals, and serious leisure. Kingston: McGraw-Queen’s University Press.
Sung, Y. T., Hou, H. T., Liu, C. K., & Chang, K. E. (2010). Mobile guide system using problem-solving strategy for museum learning: a sequential learning behavioural pattern analysis. Journal of computer assisted learning, 26(2), 106-115.
Tapscott, D. (2009). Grown up digital (Vol. 361). New York: McGraw-Hill.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects
of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77.
Vickrey, W. S. (1961). Counterspeculation, Auctions, and Competitive Sealed Tenders. The Journal of Finance, 16(1), 8-37.
Wu, C. J., Chen, G. D., & Huang, C. W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62(2), 209-226.
Xu, Y., Barba, E., Radu, I., Gandy, M., & MacIntyre, B. (2011). Chores are fun: Understanding social play in board games for digital tabletop game design. In Think design play: The fifth international conference of the digital research association, 6, 1-16.
Yueh, H. P., Chang, C. C., & Liang, C. (2013). Are there differences between science and engineering majors regarding the imagination-mediated model? Thinking Skills and Creativity, 10, 79-90.
網路資料
天鵝報（2006）。桌上遊戲與電腦遊戲有什麽不同？。2017年1月11日，取自http://www.swanpanasia.com/blog/?p=79
陳勇汀（2015）。行爲編碼與序列分析。2017年1月11日，取自http://blog.pulipuli.info/2015/06/introduction-of-behavior-coding-and.html
Lias, T. E., & Elias, T. (2011). Learning Analytics: The Definitions, the Processes, and the Potential. Retrieved January 11, 2017, from http://journals.f+f.org/spectre/vblofeld-0046g.html
Librande, S. (2012). Designing games for game designers. Retrieved January 11, 2017, from http://www.stonetronix.com/gdc-2012/GDC2012-GamesForDesigners.pptx
Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education. Retrieved January 11, 2017, from http://www.rand.org/pubs/occasional_papers/OP170.html
Pilon, M. (2015). Monopoly’s Inventor: The Progressive Who Didn’t Pass ‘Go’. Retrieved January 11, 2017, from http://www.nytimes.com/2015/02/15/business/behind-monopoly-an-inventor-who-didnt-pass-go.html?_r=0 |
| Description: | 碩士
國立政治大學
數位內容碩士學位學程
103462014 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0103462014 |
| Data Type: | thesis |
| Appears in Collections: | [數位內容碩士學位學程] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 201401.pdf | 7713Kb | Adobe PDF2 | 876 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
