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題名 從玩家類型探討敘事在嚴肅遊戲中的影響
Exploring the impact of narrative in serious game on different types of players作者 陳懷娟
Chen, Huai Chuan貢獻者 林日璇
陳懷娟
Chen, Huai Chuan關鍵詞 嚴肅遊戲
敘事
學習效果
玩家類型日期 2017 上傳時間 5-Apr-2017 15:43:11 (UTC+8) 摘要 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。 參考文獻 中文部分ISDR災害模擬遊戲－阻止災害。上 網 日 期：2016 年 8 月， 取 自 http://www.stopdisastersgame.org/劉渼（2008）。<創意說故事後敘事模式的教學應用研究>，《臺北大學中文學報》，4，頁1-34。英文部分Blasko, D. G., Lum, H. C., White, M. M., & Drabik, H. B. (2014). Individual Differences in the Enjoyment and Effectiveness of Serious Games. In T. Connolly, T. Hainey, E. Boyle, G. Baxter, & P. Moreno-Ger (Eds.) Psychology, pedagogy, and assessment in serious games (pp. 153-174).Busselle, R. & Bilandzic, H. (2009). Measuring Narrative Engagement. Media Psychology, 12, 321–347.Brunken, R., Plass, J. L., & Leutner, D. (2003). Direct Measurement of Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 53-61.Cohen, J (2001). Defining Identification: A Theoretical Look at the Identification of Audiences With Media Characters. Mass Communication & Society, 4(3), 245-264.Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 232-253.Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040-1048.Dweck, C. S., Chiu, C.Y., Hong, Y. Y. (1995). Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives. Psychological Inquiry, 6(4), 267-285.Dweck, C. S. (2008). Mindset : The New Psychology of Success. Random House USA Inc.Dickey, M. D. (2006). Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research and Development, 54(3), 245-263.Djaouti, D., Alvarez, J., & Jessel, J. (2011). Classifying Serious Games: The G/P/S Model. In P. Felicia (Ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (pp. 118-136).Green, M. C., Brock, T. C. & Kaufman, G. F. ( 2004). Understanding Media Enjoyment: The Role of Transportation Into Narrative Worlds. Communication Theory, 14(4), 311-327.Heeter, C., Lee, Y., Magerko, B., & Medler, B. (2011). Impacts of Forced Serious Game Play on Vulnerable Subgroups. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 3(3), 34-53.Harp, S., & Mayer, R. (1998). How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning. Journal of Educational Psychology, 90(3), 414–434.Iten, N., & Petko, D. (2016). Learning with serious games: is fun playing the game apredictor of learning success? British Journal of Educational Technology, 47(1), 151–163.Klimmt, C. (2009). Serious Games and Social Change: Why They (Should) Work. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.) Serious Games: Mechanisms and Effects (pp. 248-270).Lee, Y., Heeter, C., Magerko, B., & Medler, B. (2012). Gaming Mindsets: Implicit Theories in Serious Game Learning. Cyberpsychology, behavior and social networking, 15(4), 190-4.Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. Information Sciences, 264, 4-18.Lu, A. S., Buday, R., Thompson, D., & Baranowski, T. (2016). What type of narrative do 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.Magerko, B., Heeter, C., & Medler, B. (2010). Different Strokes for Different Folks : Tapping 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).McDaniel, R., Fiore, S. M., & Nicholson, D. (2010). Serious Storytelling: Narrative Considerations 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).Marchiori, E. J., Torrente, J., Del Blanco, A., Moreno - Ger, P., Sancho, P., & Fernandez - Manjon, B. (2012). A Narrative Metaphor to Facilitate Educational Game Authoring. Computers & Education, 58(1), 590-599.Marsh, T., Xuejin, C., Nickole, L. Z., Osterweil, S., Klopfer, E., & Haas, J. (2011) Fun and learning: the power of narrative. In: Proceedings of the 6th International Conference on Foundations of Digital Games, pp. 23-29.McQuiggan, S.W., Rowe, J. P., Lee, S., & Lester, J. C. (2008). Story-Based Learning: The 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).Paiva, A., Dias, J., Sobral, D., Aylett, R., Woods, S., Hall, L., & Zoll, C. (2005). Learning by Feeling: Evoking Empathy with Synthetic Characters. Applied Artificial Intelligence, 19(3-4), 235-266.Park, B., Moreno, R., Seufert, T., & Brünken, R. (2011). Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior, 27(1), 5-10.Rowe, J. P., Mcquiggan, S. W., Mott, B. W., & Lester, J. C. (2007, July). Motivation in Narrative-Centered Learning Environments. In: Proceedings of the Workshop on Narrative Learning Environments, 13th AIED Conference, pp. 40-49.Rowe, J.P., Shores, L.R., Mott, B.W., & Lester, J.C. (2010). Integrating Learning and Engagement in Narrative-Centered Learning Environments. Intelligent Tutoring Systems, 6095, 166-177.Ross, R. (2011). Media Multitasking and Narrative Engagement: Multitasking as a Moderator of Transportation. Unpublished master dissertation, The Ohio State University.Spires, H. A., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem Solving and Game-Based Learning: Effects of Middle Grade Students` Hypothesis Testing Strategies on Learning Outcomes. Journal of Educational Computing Research, 44(4), 453-472.Sangalang, A., Johnson, J. M. Q., & Ciancio, K. E. (2013). Exploring Audience Involvement with an Interactive Narrative: Implications for Incorporating Transmedia Storytelling into Entertainment-education Campaigns. Critical Arts, 27(1), 127-146.Tettegah, S., & Huang, D. (2010). Cognitive load and empathy in serious games: A conceptual framework (pp.137-149), In: Gaming and Cognition: Theories and Practice from the Learning Sciences, Richard Van Eck (Eds). Publisher: IGI.Vahldick, A., Mendes, A., Marcelino, M. (2015, Oct). Analysing the Enjoyment of a Serious Game for Programming Learning With two Unrelated Higher Education Audiences. In: European Conference on Games Based Learning, pp.523-531.Valcke, M. (2002). Cognitive Load: Updating the Theory? Learning and Instruction, 12(1), 147-154.Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105(2), 249-265.Winn, B. M. (2009). The Design, Play, and Experience Framework. In R. Ferdig (Ed.) Handbook of research on effective electronic gaming in education (pp. 1010-1024).Wong, W. L., Shen, C., Nocera, L., Carriazo, E., Tang, F., Bugga, S., Narayanan, H., Wang, H., & Ritterfeld, U. (2007). Serious video game effectiveness. In Proceedings of the International Conference on Advances in Computer Entertainment Technology (pp. 49-55). 描述 碩士
國立政治大學
傳播學院傳播碩士學位學程
103464043資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103464043 資料類型 thesis dc.contributor.advisor 林日璇 zh_TW dc.contributor.author (Authors) 陳懷娟 zh_TW dc.contributor.author (Authors) Chen, Huai Chuan en_US dc.creator (作者) 陳懷娟 zh_TW dc.creator (作者) Chen, Huai Chuan en_US dc.date (日期) 2017 en_US dc.date.accessioned 5-Apr-2017 15:43:11 (UTC+8) - dc.date.available 5-Apr-2017 15:43:11 (UTC+8) - dc.date.issued (上傳時間) 5-Apr-2017 15:43:11 (UTC+8) - dc.identifier (Other Identifiers) G0103464043 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/108147 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 傳播學院傳播碩士學位學程 zh_TW dc.description (描述) 103464043 zh_TW dc.description.abstract (摘要) 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第一節 研究動機與目的 1第二章 文獻探討 4第一節 嚴肅遊戲的教育價值 4第二節 個人差異性－玩家類型 5第三節 研究特性－敘事 7一、遊戲中的敘事 7二、遊戲敘事與學習效果 13第四節 先備知識與個人遊戲經驗的影響 17第五節 小結 18第三章 研究方法 20第一節 研究方法、研究對象與實驗刺激物 20第二節 敘事元素設計 22一、高敘事組 23二、低敘事組 26第三節 實驗流程 27第四節 問卷設計 28一、玩家類型 28二、敘事投入 28三、先備知識 30四、學習效果 31五、個人遊戲經驗 31第四章 研究結果 32第一節 操弄檢測 32第二節 樣本基本資料分析 33第三節 研究假設分析 34第五章 結論與建議 41第一節 研究結論 41第二節 研究貢獻 45第三節 研究限制與未來研究方向 46參考文獻 48 zh_TW dc.format.extent 1432423 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103464043 en_US dc.subject (關鍵詞) 嚴肅遊戲 zh_TW dc.subject (關鍵詞) 敘事 zh_TW dc.subject (關鍵詞) 學習效果 zh_TW dc.subject (關鍵詞) 玩家類型 zh_TW dc.title (題名) 從玩家類型探討敘事在嚴肅遊戲中的影響 zh_TW dc.title (題名) Exploring the impact of narrative in serious game on different types of players en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部分ISDR災害模擬遊戲－阻止災害。上 網 日 期：2016 年 8 月， 取 自 http://www.stopdisastersgame.org/劉渼（2008）。<創意說故事後敘事模式的教學應用研究>，《臺北大學中文學報》，4，頁1-34。英文部分Blasko, D. G., Lum, H. C., White, M. M., & Drabik, H. B. (2014). Individual Differences in the Enjoyment and Effectiveness of Serious Games. In T. Connolly, T. Hainey, E. Boyle, G. Baxter, & P. Moreno-Ger (Eds.) Psychology, pedagogy, and assessment in serious games (pp. 153-174).Busselle, R. & Bilandzic, H. (2009). Measuring Narrative Engagement. Media Psychology, 12, 321–347.Brunken, R., Plass, J. L., & Leutner, D. (2003). Direct Measurement of Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 53-61.Cohen, J (2001). Defining Identification: A Theoretical Look at the Identification of Audiences With Media Characters. Mass Communication & Society, 4(3), 245-264.Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 232-253.Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040-1048.Dweck, C. S., Chiu, C.Y., Hong, Y. Y. (1995). Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives. Psychological Inquiry, 6(4), 267-285.Dweck, C. S. (2008). Mindset : The New Psychology of Success. Random House USA Inc.Dickey, M. D. (2006). Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research and Development, 54(3), 245-263.Djaouti, D., Alvarez, J., & Jessel, J. (2011). Classifying Serious Games: The G/P/S Model. In P. Felicia (Ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (pp. 118-136).Green, M. C., Brock, T. C. & Kaufman, G. F. ( 2004). Understanding Media Enjoyment: The Role of Transportation Into Narrative Worlds. Communication Theory, 14(4), 311-327.Heeter, C., Lee, Y., Magerko, B., & Medler, B. (2011). Impacts of Forced Serious Game Play on Vulnerable Subgroups. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 3(3), 34-53.Harp, S., & Mayer, R. (1998). How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning. Journal of Educational Psychology, 90(3), 414–434.Iten, N., & Petko, D. (2016). Learning with serious games: is fun playing the game apredictor of learning success? British Journal of Educational Technology, 47(1), 151–163.Klimmt, C. (2009). Serious Games and Social Change: Why They (Should) Work. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.) Serious Games: Mechanisms and Effects (pp. 248-270).Lee, Y., Heeter, C., Magerko, B., & Medler, B. (2012). Gaming Mindsets: Implicit Theories in Serious Game Learning. Cyberpsychology, behavior and social networking, 15(4), 190-4.Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. Information Sciences, 264, 4-18.Lu, A. S., Buday, R., Thompson, D., & Baranowski, T. (2016). What type of narrative do 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.Magerko, B., Heeter, C., & Medler, B. (2010). Different Strokes for Different Folks : Tapping 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).McDaniel, R., Fiore, S. M., & Nicholson, D. (2010). Serious Storytelling: Narrative Considerations 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).Marchiori, E. J., Torrente, J., Del Blanco, A., Moreno - Ger, P., Sancho, P., & Fernandez - Manjon, B. (2012). A Narrative Metaphor to Facilitate Educational Game Authoring. Computers & Education, 58(1), 590-599.Marsh, T., Xuejin, C., Nickole, L. Z., Osterweil, S., Klopfer, E., & Haas, J. (2011) Fun and learning: the power of narrative. In: Proceedings of the 6th International Conference on Foundations of Digital Games, pp. 23-29.McQuiggan, S.W., Rowe, J. P., Lee, S., & Lester, J. C. (2008). Story-Based Learning: The 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).Paiva, A., Dias, J., Sobral, D., Aylett, R., Woods, S., Hall, L., & Zoll, C. (2005). Learning by Feeling: Evoking Empathy with Synthetic Characters. Applied Artificial Intelligence, 19(3-4), 235-266.Park, B., Moreno, R., Seufert, T., & Brünken, R. (2011). Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior, 27(1), 5-10.Rowe, J. P., Mcquiggan, S. W., Mott, B. W., & Lester, J. C. (2007, July). Motivation in Narrative-Centered Learning Environments. In: Proceedings of the Workshop on Narrative Learning Environments, 13th AIED Conference, pp. 40-49.Rowe, J.P., Shores, L.R., Mott, B.W., & Lester, J.C. (2010). Integrating Learning and Engagement in Narrative-Centered Learning Environments. Intelligent Tutoring Systems, 6095, 166-177.Ross, R. (2011). Media Multitasking and Narrative Engagement: Multitasking as a Moderator of Transportation. Unpublished master dissertation, The Ohio State University.Spires, H. A., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem Solving and Game-Based Learning: Effects of Middle Grade Students` Hypothesis Testing Strategies on Learning Outcomes. Journal of Educational Computing Research, 44(4), 453-472.Sangalang, A., Johnson, J. M. Q., & Ciancio, K. E. (2013). Exploring Audience Involvement with an Interactive Narrative: Implications for Incorporating Transmedia Storytelling into Entertainment-education Campaigns. Critical Arts, 27(1), 127-146.Tettegah, S., & Huang, D. (2010). Cognitive load and empathy in serious games: A conceptual framework (pp.137-149), In: Gaming and Cognition: Theories and Practice from the Learning Sciences, Richard Van Eck (Eds). Publisher: IGI.Vahldick, A., Mendes, A., Marcelino, M. (2015, Oct). Analysing the Enjoyment of a Serious Game for Programming Learning With two Unrelated Higher Education Audiences. In: European Conference on Games Based Learning, pp.523-531.Valcke, M. (2002). Cognitive Load: Updating the Theory? Learning and Instruction, 12(1), 147-154.Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105(2), 249-265.Winn, B. M. (2009). The Design, Play, and Experience Framework. In R. Ferdig (Ed.) Handbook of research on effective electronic gaming in education (pp. 1010-1024).Wong, W. L., Shen, C., Nocera, L., Carriazo, E., Tang, F., Bugga, S., Narayanan, H., Wang, 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
