不同認知風格學習者對數位遊戲介面與類型之探討

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不同認知風格學習者對數位遊戲介面與類型之探討
著者: 蘇漢斌; Su, Han-bin
莊宗嚴; none; 數位學習科技學系碩士班
主題: 遊戲介面; 遊戲偏好; 認知風格; 悅趣化學習; 數位遊戲; Cognitive Style; Game-based Learning; Digital Game; Game Preference; Interface
描述: 近年來在數位學習領域中，由於數位遊戲寓樂於教的效果，越來越多學者開始進行數位遊戲式學習的相關研究，在先前的研究中已證實數位遊戲與認知風格兩者之間存在著關聯性，配合不同認知風格給予合適的數位遊戲類型進行學習，能讓學習者獲得更佳的學習成效。另外有些學者發現不同認知風格的學習者，在系統介面中的導覽行為與線性非線性學習方面，會有明顯的偏好差異，由此可見不同認知風格對於介面操作會有其偏好之處理。但目前針對不同認知風格對於遊戲介面與類型之偏好進行探討的研究較少，因此本研究欲探討不同認知風格學習者，各別較偏好哪種遊戲介面之設計元素與遊戲類型。在研究初期，研究者自製數位遊戲偏好問卷與遊戲介面偏好問卷，且確認有其高信效度以供檢測。再篩選出 153 位有遊戲經驗的大學生為研究對象，並且以藏圖測驗為分組依據的工具，分成場獨立與場依賴各 36 人進行偏好因素之統計與比較。經由實驗結果得知，在導覽行為中「介面元素擺放位置」、「幾何形狀」與「提示功能」均為介面設計元素，對場獨立與場依賴學習者有顯著性的偏好差異，而在「線性非線性學習」方面也有相同情形；但在認知風格與遊戲類型偏好關聯方面，呈現無顯著性的偏好差異。此外，本研究發現「主要操作按鈕」的特性，會影響場獨立與場依賴學習者對遊戲介面設計元素的各自偏好。希冀未來研究者可以從本研究中，根據不同認知風格在數位學習遊戲介面中依照不同偏好差異，給予適當的介面設計元素，使其更能有效的增進各方面之學習成效。
Edutainment has drawn attention to related research in the area of e-learning recently. Previous research has demonstrated the relationship between digital games and cognitive styles. It had been benefitial for cognitive styles to select suitable genres of digital games in learning. In addition, researcher also found that different cognitive style learners showed significant differences in navigation and linear/non-linear learning of computer system interfaces. However, some studies are seldom discussed how different cognitive style learners select favorite game interfaces and genres respectively. Therefore, this study is to investigate how different cognitive style learners select elements of favorite game interfaces and game genres in respective.This study recruited 153 college students with gameplay experience as participants. They were separated into two groups by the hidden figure test. Thirty-six of them were field-dependent, while the other Thirty-six participants were field-independent. Furthermore, they were investigated by two homemade questionnaires with high validity and reliability. The results demonstrated that the field-dependent learners and the field-independent learners showed some significant differences toward “placement of interface elements,” “geometric figures,” and “tips” in interface navigation. Linear/non-linear learning also showed the same result. However, field-dependence and field-independence didn’t significantly correlate to game genres on preference differences. Additionally, this study found that the traits of “buttons” would affect the field-dependent learners and the field-independent learners to hold significant preferences on game interfaces. According to the results of this study, it was benefitial for different cognitive style learners to give suitable elements of game interfaces respectively. It should also improve their learning achievement on game-based learning.
碩士
建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/637
資源來源: NUTN IR

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不同認知風格學習者對數位遊戲介面與類型之探討

蘇漢斌; Su, Han-bin 莊宗嚴; none; 數位學習科技學系碩士班 2013

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