Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/108147| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 林日璇 | zh_TW |
| dc.contributor.author | 陳懷娟 | zh_TW |
| dc.contributor.author | Chen, Huai Chuan | en_US |
| dc.creator | 陳懷娟 | zh_TW |
| dc.creator | Chen, Huai Chuan | en_US |
| dc.date | 2017 | en_US |
| dc.date.accessioned | 2017-04-05T07:43:11Z | - |
| dc.date.available | 2017-04-05T07:43:11Z | - |
| dc.date.issued | 2017-04-05T07:43:11Z | - |
| dc.identifier | G0103464043 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/108147 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 傳播學院傳播碩士學位學程 | zh_TW |
| dc.description | 103464043 | zh_TW |
| dc.description.abstract | 本研究以遊戲的敘事特性作為主要的討論元素，企圖從敘事投入的概念而非過去經常使用的愉悅感去理解敘事在遊戲中所產生的機制，以此探討玩家在加入敘事元素後的遊戲過程中所產生的心理經驗反應以及其對學習效果的影響，並且根據過去嚴肅遊戲研究所提出的延伸概念，聚焦於嚴肅遊戲可能面臨的潛在弱勢玩家類型－遊戲學習動機低的抗拒型玩家，期望從不同的玩家類型差異討論其在高低敘事遊戲情境中的學習效果。研究結果發現不同的玩家類型在敘事投入上具有顯著的差異性，且嚴肅遊戲中敘事元素的加入的確會提升抗拒型玩家的學習效果，這表示敘事元素的加入或許是解決抗拒型玩家使用嚴肅遊戲時學習效果低落的一個方向。未來除了可以進一步比較影響不同玩家類型學習效果的因素，找出嚴肅遊戲可以改進的方向，也可以從敘事以外的遊戲特性、互動機制去思考其它能夠提升嚴肅遊戲學習效果的因子。 | zh_TW |
| dc.description.tableofcontents | 第一章 前言 1\n第一節 研究動機與目的 1\n第二章 文獻探討 4\n第一節 嚴肅遊戲的教育價值 4\n第二節 個人差異性－玩家類型 5\n第三節 研究特性－敘事 7\n一、遊戲中的敘事 7\n二、遊戲敘事與學習效果 13\n第四節 先備知識與個人遊戲經驗的影響 17\n第五節 小結 18\n第三章 研究方法 20\n第一節 研究方法、研究對象與實驗刺激物 20\n第二節 敘事元素設計 22\n一、高敘事組 23\n二、低敘事組 26\n第三節 實驗流程 27\n第四節 問卷設計 28\n一、玩家類型 28\n二、敘事投入 28\n三、先備知識 30\n四、學習效果 31\n五、個人遊戲經驗 31\n第四章 研究結果 32\n第一節 操弄檢測 32\n第二節 樣本基本資料分析 33\n第三節 研究假設分析 34\n第五章 結論與建議 41\n第一節 研究結論 41\n第二節 研究貢獻 45\n第三節 研究限制與未來研究方向 46\n參考文獻 48 | zh_TW |
| dc.format.extent | 1432423 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0103464043 | en_US |
| dc.subject | 嚴肅遊戲 | zh_TW |
| dc.subject | 敘事 | zh_TW |
| dc.subject | 學習效果 | zh_TW |
| dc.subject | 玩家類型 | zh_TW |
| dc.title | 從玩家類型探討敘事在嚴肅遊戲中的影響 | zh_TW |
| dc.title | Exploring the impact of narrative in serious game on different types of players | en_US |
| dc.type | thesis | en_US |
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Vorderer (Eds.) Serious Games: Mechanisms and Effects (pp. 248-270).\nLee, Y., Heeter, C., Magerko, B., & Medler, B. (2012). Gaming Mindsets: Implicit \nTheories in Serious Game Learning. Cyberpsychology, behavior and social networking, 15(4), 190-4.\nLester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. \n(2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. Information Sciences, 264, 4-18.\nLu, A. S., Buday, R., Thompson, D., & Baranowski, T. (2016). What type of narrative \ndo children prefer in active video games? An exploratory study of cognitive and emotional responses. In S. Tettegah & W. D. Huang (Eds.), Emotions, technology, and digital games. (pp. 137-155) London: Elsevier Publications.\nMagerko, B., Heeter, C., & Medler, B. (2010). Different Strokes for Different Folks : \nTapping Into the Hidden Potential of Serious Games. In R. Van Eck (Ed.), Gaming and cognition: Theories and practice from the learning sciences (pp. 255-280).\nMcDaniel, R., Fiore, S. M., & Nicholson, D. (2010). Serious Storytelling: Narrative \nConsiderations for Serious Games Researchers and Developers. In J. Cannon-Bowers, & C. Bowers (Eds.) Serious game design and development: Technologies for training and learning (pp. 13-30).\nMarchiori, E. J., Torrente, J., Del Blanco, A., Moreno - Ger, P., Sancho, P., & \nFernandez - Manjon, B. (2012). A Narrative Metaphor to Facilitate Educational Game Authoring. Computers & Education, 58(1), 590-599.\nMarsh, T., Xuejin, C., Nickole, L. Z., Osterweil, S., Klopfer, E., & Haas, J. (2011) Fun \nand learning: the power of narrative. In: Proceedings of the 6th International Conference on Foundations of Digital Games, pp. 23-29.\nMcQuiggan, S.W., Rowe, J. P., Lee, S., & Lester, J. C. (2008). Story-Based Learning: \nThe Impact of Narrative on Learning Experiences and Outcomes. In B. P. Woolf, E. Aïmeur, R. Nkambou & S. P. Lajoie (Eds.) Intelligent Tutoring Systems (pp. 530-539).\nPaiva, A., Dias, J., Sobral, D., Aylett, R., Woods, S., Hall, L., & Zoll, C. (2005). \nLearning by Feeling: Evoking Empathy with Synthetic Characters. Applied Artificial Intelligence, 19(3-4), 235-266.\nPark, B., Moreno, R., Seufert, T., & Brünken, R. (2011). Does cognitive load \nmoderate the seductive details effect? A multimedia study. Computers in Human Behavior, 27(1), 5-10.\nRowe, J. P., Mcquiggan, S. W., Mott, B. W., & Lester, J. C. (2007, July). Motivation in \nNarrative-Centered Learning Environments. In: Proceedings of the Workshop on Narrative Learning Environments, 13th AIED Conference, pp. 40-49.\nRowe, J.P., Shores, L.R., Mott, B.W., & Lester, J.C. (2010). Integrating Learning and \nEngagement in Narrative-Centered Learning Environments. Intelligent Tutoring Systems, 6095, 166-177.\nRoss, R. (2011). Media Multitasking and Narrative Engagement: Multitasking as a \nModerator of Transportation. Unpublished master dissertation, The Ohio State University.\nSpires, H. A., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem Solving and \nGame-Based Learning: Effects of Middle Grade Students` Hypothesis Testing Strategies on Learning Outcomes. Journal of Educational Computing Research, 44(4), 453-472.\nSangalang, A., Johnson, J. M. Q., & Ciancio, K. E. (2013). Exploring Audience \nInvolvement with an Interactive Narrative: Implications for Incorporating \nTransmedia Storytelling into Entertainment-education Campaigns. Critical Arts, 27(1), 127-146.\nTettegah, S., & Huang, D. (2010). Cognitive load and empathy in serious games: A \nconceptual framework (pp.137-149), In: Gaming and Cognition: Theories and Practice from the Learning Sciences, Richard Van Eck (Eds). Publisher: IGI.\nVahldick, A., Mendes, A., Marcelino, M. (2015, Oct). Analysing the Enjoyment of a \nSerious Game for Programming Learning With two Unrelated Higher Education Audiences. In: European Conference on Games Based Learning, pp.523-531.\nValcke, M. (2002). Cognitive Load: Updating the Theory? Learning and Instruction, \n12(1), 147-154.\nWouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). \nA Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105(2), 249-265.\nWinn, B. M. (2009). The Design, Play, and Experience Framework. In R. Ferdig \n(Ed.) Handbook of research on effective electronic gaming in education (pp. 1010-1024).\nWong, W. L., Shen, C., Nocera, L., Carriazo, E., Tang, F., Bugga, S., Narayanan, H., \nWang, H., & Ritterfeld, U. (2007). Serious video game effectiveness. In Proceedings of the International Conference on Advances in Computer Entertainment Technology (pp. 49-55). | zh_TW |
| item.fulltext | With Fulltext | - |
| item.cerifentitytype | Publications | - |
| item.openairetype | thesis | - |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.grantfulltext | open | - |
| Appears in Collections: | 學位論文 | |
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| 404301.pdf | 1.4 MB | Adobe PDF2 | View/Open |
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