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系統識別號 U0026-2207201722454900
論文名稱(中文) 學習型遊戲設計模式研究
論文名稱(英文) Research on the model of the learning game
校院名稱 成功大學
系所名稱(中) 工業設計學系
系所名稱(英) Department of Industrial Design
學年度 105
學期 2
出版年 106
研究生(中文) 陳子耘
研究生(英文) Zi-Yun Chen
學號 P36044027
學位類別 碩士
語文別 英文
論文頁數 127頁
口試委員 指導教授-陸定邦
口試委員-劉說芳
口試委員-張嘉玲
中文關鍵字 教育  實境密室逃脫  翻轉教室  學習型遊戲  自主學習  學以致用  情境式測驗 
英文關鍵字 education  Reality room Escape Game (REG)  flipped classroom  learning games  self-learning  using what one has learned  situational test 
學科別分類
中文摘要 本研究旨在提出教育型實境密室逃脫 (Reality room Escape Game簡稱REG)之設計模式,現今教育多提倡從遊戲或從實做中學習,近年更有翻轉教室的出現,取代過去以「教」為主的授課方式,改以 「學」為中心,讓學生成為教育活動中的主角。而本研究在深入探討REG遊戲後,發現過去研究指出在 該遊戲過程中,參與者會對於所在空間中的特定主題產生強烈的熱情,而這樣的情緒反應也使玩家對於 遊戲裡面蘊含的知識感到有興趣,且REG所營造的空間更能讓學習者擁有身歷其境之感受,完整學習心流,符合現今社會所期望之教育模式。
本研究將REG應用於正式教育中,並以布魯姆教育目標分類學之「認知」為設計目標,結合教育遊戲之設計原則以及設計實境密室逃脫遊戲之流程,再經過專家訪談檢定與修正後,提出「教育型REG」之設計模式,得以將認知教育紙筆測驗題目,轉換成密室空間之謎題,並利用全新的設計模式建構出教育型REG空間,後續以實驗設計法讓學生實際參與其中,本次研究係以自然學科為設計主題,並以國小五年級學生為實驗對象,將學生分成實驗組以及對照組,交叉比對兩組學生之紙筆測驗成績,以及紙筆測驗人數比上教育型REG闖關逃脫人數之比例,用以驗證教育型REG之可行性及有效性。
本研究之實驗成果為,通過教育型REG之學生,其學習成效皆高於及格標準,而部分紙筆測驗高於及格標準之學生,卻不一定能通過教育型REG,這顯示教育型REG不但能測出不同學生於認知能力上之差異,也能培養學生具備學以致用之能力,再加上教育型REG關卡排列順序除了由簡單排到困難,也按照教科書上建構知識之方式排列,過程也能幫助學生建立更有系統之邏輯思維。
英文摘要 The purpose of this study is to propose a design model for educational REG (Reality room Escape Game). Nowadays, the idea of learning from games or learning by doing has become popular in education. The emergence of the flipped classroom model in recent years has further shifted instruction from a teacher-centered to a learner-centered model, making students the central focus of an educational activity. After a thorough research on REG, it is found that REG can strongly arouse participants’ passion for the particular theme of the space they are in, further increasing participants’ interests in exploring relevant knowledge. Besides, the space that REG creates can immerse the participants in the scene, and thus stimulate a flow. Such findings show that what participants can learn from REG concurs with what society expects learners to learn from education.
The attempt of this study is to incorporate REG into formal education by proposing a design model for educational REG. The taxonomy of educational objectives proposed by Benjamin Samuel Bloom, B. S. is examined first. After that, a design model for educational REG is developed based on the educational objectives in the cognitive domain, as well as the design principles for learning games, and the design procedures for REG. To ensure that the tasks generated by the design model can help replace cognitive ability tests, experts who have examined the model are interviewed. Following the interview, a revised design model and an experimental REG space that allows students to participate are created. The experimental subjects are fifth graders and they have to solve puzzles related to natural science in the experimental REG space. They are divided into two groups: an experimental group and a control group. The test scores and the ratio of the number of people passing the test to the number of people successfully “escaping” the reality room are being crossed-compared so as to prove the feasibility and validity of educational REG.
The experiment results show that students succeeding in educational REG space all pass the test that measures their learning effectiveness, while students passing the test don’t necessarily succeed in the REG space. The finding demonstrates that educational REG can not only measure how students differ in terms of their cognitive abilities, but also cultivate their abilities to use what they’ve learned. Moreover, the tasks in educational REG space are arranged based on difficulty levels (from easy to difficult) and the learning sequence in textbooks, which can help students develop a more systematic and logical way of thinking.
論文目次 摘要 v
Abstract vii
TABLE OF CONTENTS ix
LIST OF TABLES xiii
LIST OF FIGURES xv
CHAPTER 1 INTRODUCTION 1
1.1 Research background 1
1.2 motivation 3
1.3 Purpose 3
1.4 Research Hypothesis 4
1.5 Scope of study and limitation 5
1.6 Research architecture 5
CHAPTER 2 LITERATURE REVIEW 7
2.1 Current Educational Thinking 7
2.1.1 Current educational trends 7
2.1.2 Flip the classroom 9
2.1.3 Section 10
2.2 Cognitive education goals 10
2.2.1 Introduction to Educational Objectives in the Cognitive Domain 11
2.2.2 Assessment approaches in the Cognitive Domain 12
2.2.3 Learner’s cognitive development 14
2.2.4 Summary 15
2.3 Learning games 16
2.3.1 The relation between education and games 16
2.3.2 Design principles and procedures of learning games 18
2.3.3 Summary 21
2.4 Natural Science Education 21
2.4.1 Introduction to Natural Science Education 21
2.4.2 Current educational trend in natural science 22
2.4.3 Natural science game 23
2.4.4 Summary 24
2.5 Design procedures and elements 24
2.5.1 The concept of REG 25
2.5.2 The design elements of REG 26
2.5.3 Puzzle Organization 27
2.5.4 REG design flow 29
2.5.5 Summary 31
CHAPTER 3 METHODOLOGY 32
3.1 Construct Educational REG: Design Procedure 33
3.1.1 Learning game design Model 33
3.1.2 Educational REG design procedure 33
3.1.3 Summary 38
3.2 In-Depth Interview 38
3.2.1 In-Depth Interview Overview 38
3.2.2 Steps to conduct in-depth interview 39
3.2.3 Experts that are invited for interview 40
3.2.4 Summary 42
3.3 Design experiment 42
3.3.1 Overview 42
3.3.2 Process for design experiment 42
3.3.3 Group list for design experiment 43
CHAPTER 4 RESULT 46
4.1 In-depth Interview: Design Model of Educational REG 46
4.1.1 Mirror Studio Interview 46
4.1.2 Revision of task design procedure for educational REG- The interview with teachers in Chimin Elementary School 47
4.2 Educational REG Empirical Practice 51
4.2.1 Select the specific goals 51
4.2.2 Design the REG based on the objectives and provide participants free choices and direct experiences. 51
4.2.3 Appropriate interaction activities and feedback 58
4.2.4 Making and organizing the tasks 60
4.2.5 Add the theme background and accessories 62
4.2.6 Design interesting feedback activities 62
4.3 Experiment Results 64
4.3.1 Pre test 64
4.3.2 Post-test 66
4.3.3 Experiment results 70
4.4 Summary 72
4.4.1 Coin of death 72
4.4.2 Task design (participants' feedback) 73
4.4.3 Five senses 73
CHAPTER 5 CONCLUSION 74
5.1 Research disscussion 74
5.1.1 Knowledge deconstruction and transfer 74
5.1.2 Different learning outcomes among students can be emphasized through educational REG. 75
5.1.3 Educational REG cultivates students the ability of applying knowledge into practical use. 75
5.2 Research contribution 76
5.2.1 In the field of education 76
5.2.2 In the field of design 77
5.2.3 In the field of business industry 78
5.3 Suggestions for future research 78
5.3.1 Partnered school 78
5.3.2 Suggestions for running educational REG 79
5.3.3 Suggestions for future research 79
ACKNOWLEDGEMENTS 81
REFERENCE 83
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