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題名 具遊戲激勵機制之即時觀點比較線上討論板對於提升討論成效的影響研究
The Effects of an Online Discussion Board with a Gamified Instant Perspective Comparison on Discussion Effectiveness
作者 陳姵淳
Chen, Pei-Chun
貢獻者 陳志銘
Chen, Chih-Ming
陳姵淳
Chen, Pei-Chun
關鍵詞 線上討論
社會性科學議題
電腦中介溝通
學習成效
討論動機
討論參與度
遊戲化激勵機制
Online discussion
Socio-scientific issues
Computer-mediated communication
Discussion effectiveness
Discussion participation
Discussion motivation
Gamified incentive mechanism
日期 2021
上傳時間 2-九月-2021 16:34:51 (UTC+8)
摘要 線上討論是數位學習過程中經常採用的學習活動之一，學習者可以透過線上討論與同儕進行意見的交流，激盪其對於討論議題的不同觀點與看法，提升數位學習成效。本研究基於Chen及Tsao (2021)所發展之「即時觀點比較系統(Instant Perspective Comparison System, 以下簡稱IPCS)」，進一步發展為「具遊戲激勵機制之即時觀點比較線上討論板」，希望透過遊戲激勵機制更進一步的促進學習者的議題認知及討論意願，進而有效提升討論成效、討論參與度與動機。
本研究採用真實驗研究法，以線上方式招募各大專院校大學生及碩士級研究生共38名學生為研究對象，對於「藻礁」主題進行線上討論。其中19名學生被隨機分派為採用「具遊戲激勵機制之即時觀點比較線上討論板」的實驗組，另外19名學生則被隨機分派為採用「不具遊戲激勵機制之即時觀點比較線上討論板」的控制組，以探討兩組學習者在學習成效、討論參與度及討論動機是否具有顯著差異。此外，亦以先備知識、電腦中介溝通(Computer-Mediated Communication, CMC)能力作為背景變項，探討不同背景變項之兩組學習者，在學習成效、討論參與度及討論動機是否具有顯著差異。
研究結果發現，相較於使用「不具遊戲激勵機制之即時觀點比較線上討論板」，採用「具遊戲激勵機制之即時觀點比較線上討論板」對於整體學習者及低先備知識學習者在整體及複雜、多元觀點面向上的學習成效具有顯著的助益。在討論參與度方面，使用「具遊戲激勵機制之即時觀點比較線上討論板」學習者總行為操作次數皆顯著優於使用「不具遊戲激勵機制之即時觀點比較線上討論板」。在討論動機方面，使用「具遊戲激勵機制之即時觀點比較線上討論板」整體學習者及高先備知識學習者的整體討論動機，以及價值與期望面向上皆顯著優於使用「不具遊戲激勵機制之即時觀點比較線上討論板」。此外，本研究之質性資料分析顯示，稱號等級挑戰及儀表板能有效地促進學習者查閱IPCS圖形及外部檢索功能，進一步提升討論內容的理解及觀點異同的比較，「具遊戲激勵機制之即時觀點比較線上討論板」將能有效地促進學習者進行線上討論時的學習表現。
最後基於研究結果，本研究提出遊戲激勵機制教學建議和討論區改善建議，以及未來可以繼續發展的研究方向。整體而言，本研究將討論區學習、即時觀點比較系統、遊戲化激勵機制等技術進行結合，發展具遊戲激勵機制之即時觀點比較線上討論板，提供一個科技輔助線上討論之學習工具，對於促進數位學習之線上討論具有貢獻。
Online discussion is one of the learning activities widely used in the digital learning process. Through online discussion, learners can exchange opinions and thoughts with their peers, stimulate their different perspectives on the discussion topics, and enhance the performance of digital learning in a convenient way. This research develops Instant Perspective Comparison system with Gamified Insentive Mechanism (IPCS-GIM) based on the Instant Perspective Comparison System (IPCS) originally developed by Chen and Tsao (2021) to further promote learners’ awareness of discussion topics and willingness, thereby effectively enhancing discussion effectiveness, discussion participation, and discussion motivation.
A true-experimental research was used in this research to collect the needed research data. A total of 38 college and graduate students were recruited from E- recruitment as the research subjects of this study for online discussions with the social scientific issue of “algae reefs.” Among them, 19 students were randomly assigned to the experimental group with the IPCS-GIM-assisted online discussion, and 19 students were randomly assigned to the control group with IPCS-assisted online discussion. Furthermore, learners’ prior knowledge levels and computer-mediated communication (CMC) abilities were regarded as the background variables to examine the difference in discussion effectiveness, discussion participation, and discussion motivation between the learners of two groups.
The research result shows that, in comparison with IPCS-assisted online discussion, the IPCS-GIM could significantly facilitate overall learners and learners with low prior knowledge level on overall discussion effectiveness, complexity, and multiple perspectives. The learners who used the IPCS-GIM-assisted online discussion had significantly better number of total learning actions than learners who used IPCS-assisted online discussion. In terms of discuss motivation, value and expectancy components, and the overall motivation of the overall learners and the learners with high prior knowledge who used the IPCS-GIM-assisted online discussion had significantly better than those who used the IPCS-assisted online discussion. Furthermore, the qualitative data analysis in this study reveals that level challenges and leaderboard could effectively promote learners to use IPCS graphics and external search functions, and further enhance the understanding of the discussion contents and the comparison of perspective. The IPCS-GIM would effectively facilitate learners’ discussion effectiveness during online discussion processes.
Based on the research result, several suggestions for improvement of gamified incentive mechanism as well as further research directions are proposed in this study. Overall speaking, discussion learning, IPCS, and gamification incentive mechanism were combined in this study to develop the IPCS-GIM for effective learning of technology assisted online discussion. It would contribute to facilitating online discussion in e-learning field.
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描述 碩士
國立政治大學
圖書資訊與檔案學研究所
108155004
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108155004
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih-Mingen_US
dc.contributor.author (作者) 陳姵淳zh_TW
dc.contributor.author (作者) Chen, Pei-Chunen_US
dc.creator (作者) 陳姵淳zh_TW
dc.creator (作者) Chen, Pei-Chunen_US
dc.date (日期) 2021en_US
dc.date.accessioned 2-九月-2021 16:34:51 (UTC+8)-
dc.date.available 2-九月-2021 16:34:51 (UTC+8)-
dc.date.issued (上傳時間) 2-九月-2021 16:34:51 (UTC+8)-
dc.identifier (其他 識別碼) G0108155004en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136921-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊與檔案學研究所zh_TW
dc.description (描述) 108155004zh_TW
dc.description.abstract (摘要) 線上討論是數位學習過程中經常採用的學習活動之一，學習者可以透過線上討論與同儕進行意見的交流，激盪其對於討論議題的不同觀點與看法，提升數位學習成效。本研究基於Chen及Tsao (2021)所發展之「即時觀點比較系統(Instant Perspective Comparison System, 以下簡稱IPCS)」，進一步發展為「具遊戲激勵機制之即時觀點比較線上討論板」，希望透過遊戲激勵機制更進一步的促進學習者的議題認知及討論意願，進而有效提升討論成效、討論參與度與動機。
本研究採用真實驗研究法，以線上方式招募各大專院校大學生及碩士級研究生共38名學生為研究對象，對於「藻礁」主題進行線上討論。其中19名學生被隨機分派為採用「具遊戲激勵機制之即時觀點比較線上討論板」的實驗組，另外19名學生則被隨機分派為採用「不具遊戲激勵機制之即時觀點比較線上討論板」的控制組，以探討兩組學習者在學習成效、討論參與度及討論動機是否具有顯著差異。此外，亦以先備知識、電腦中介溝通(Computer-Mediated Communication, CMC)能力作為背景變項，探討不同背景變項之兩組學習者，在學習成效、討論參與度及討論動機是否具有顯著差異。
研究結果發現，相較於使用「不具遊戲激勵機制之即時觀點比較線上討論板」，採用「具遊戲激勵機制之即時觀點比較線上討論板」對於整體學習者及低先備知識學習者在整體及複雜、多元觀點面向上的學習成效具有顯著的助益。在討論參與度方面，使用「具遊戲激勵機制之即時觀點比較線上討論板」學習者總行為操作次數皆顯著優於使用「不具遊戲激勵機制之即時觀點比較線上討論板」。在討論動機方面，使用「具遊戲激勵機制之即時觀點比較線上討論板」整體學習者及高先備知識學習者的整體討論動機，以及價值與期望面向上皆顯著優於使用「不具遊戲激勵機制之即時觀點比較線上討論板」。此外，本研究之質性資料分析顯示，稱號等級挑戰及儀表板能有效地促進學習者查閱IPCS圖形及外部檢索功能，進一步提升討論內容的理解及觀點異同的比較，「具遊戲激勵機制之即時觀點比較線上討論板」將能有效地促進學習者進行線上討論時的學習表現。
最後基於研究結果，本研究提出遊戲激勵機制教學建議和討論區改善建議，以及未來可以繼續發展的研究方向。整體而言，本研究將討論區學習、即時觀點比較系統、遊戲化激勵機制等技術進行結合，發展具遊戲激勵機制之即時觀點比較線上討論板，提供一個科技輔助線上討論之學習工具，對於促進數位學習之線上討論具有貢獻。		zh_TW
dc.description.abstract (摘要) Online discussion is one of the learning activities widely used in the digital learning process. Through online discussion, learners can exchange opinions and thoughts with their peers, stimulate their different perspectives on the discussion topics, and enhance the performance of digital learning in a convenient way. This research develops Instant Perspective Comparison system with Gamified Insentive Mechanism (IPCS-GIM) based on the Instant Perspective Comparison System (IPCS) originally developed by Chen and Tsao (2021) to further promote learners’ awareness of discussion topics and willingness, thereby effectively enhancing discussion effectiveness, discussion participation, and discussion motivation.
A true-experimental research was used in this research to collect the needed research data. A total of 38 college and graduate students were recruited from E- recruitment as the research subjects of this study for online discussions with the social scientific issue of “algae reefs.” Among them, 19 students were randomly assigned to the experimental group with the IPCS-GIM-assisted online discussion, and 19 students were randomly assigned to the control group with IPCS-assisted online discussion. Furthermore, learners’ prior knowledge levels and computer-mediated communication (CMC) abilities were regarded as the background variables to examine the difference in discussion effectiveness, discussion participation, and discussion motivation between the learners of two groups.
The research result shows that, in comparison with IPCS-assisted online discussion, the IPCS-GIM could significantly facilitate overall learners and learners with low prior knowledge level on overall discussion effectiveness, complexity, and multiple perspectives. The learners who used the IPCS-GIM-assisted online discussion had significantly better number of total learning actions than learners who used IPCS-assisted online discussion. In terms of discuss motivation, value and expectancy components, and the overall motivation of the overall learners and the learners with high prior knowledge who used the IPCS-GIM-assisted online discussion had significantly better than those who used the IPCS-assisted online discussion. Furthermore, the qualitative data analysis in this study reveals that level challenges and leaderboard could effectively promote learners to use IPCS graphics and external search functions, and further enhance the understanding of the discussion contents and the comparison of perspective. The IPCS-GIM would effectively facilitate learners’ discussion effectiveness during online discussion processes.
Based on the research result, several suggestions for improvement of gamified incentive mechanism as well as further research directions are proposed in this study. Overall speaking, discussion learning, IPCS, and gamification incentive mechanism were combined in this study to develop the IPCS-GIM for effective learning of technology assisted online discussion. It would contribute to facilitating online discussion in e-learning field.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究問題 8
第四節 研究範圍與限制 9
第五節 名詞解釋 10
第二章 文獻探討 13
第一節 非同步線上討論 13
第二節 遊戲化學習 17
第三節 影響非同步線上討論成效之相關因素 21
第三章 系統設計 23
第一節 系統架構介紹 23
第二節 系統元件說明 27
第三節 遊戲激勵機制設計 36
第四節 系統開發環境 42
第四章 研究設計與實施 43
第一節 研究架構 43
第二節 研究方法 47
第三節 研究對象 48
第四節 實驗設計 49
第五節 研究工具 53
第六節 資料處理與分析 58
第七節 研究實施步驟 61
第五章 實驗結果分析 63
第一節 使用有無「具遊戲激勵機制之即時觀點比較線上討論板」的兩組學習者在學習成效、討論參與度及討論動機差異分析 64
第二節 使用有無「具遊戲激勵機制之即時觀點比較線上討論板」的不同先備知識學習者在學習成效、討論參與度及討論動機之差異分析 70
第三節 使用有無「具遊戲激勵機制之即時觀點比較線上討論板」的不同電腦中介溝通能力學習者在學習成效、討論參與度及討論動機之差異分析 81
第四節 使用「具遊戲激勵機制之即時觀點比較線上討論板」的不同遊戲激勵機制使用次數之學習者在學習成效、討論參與度及討論動機之差異分析 91
第五節 訪談質性資料分析 106
第六節 綜合討論 121
第六章 結論與建議 142
第一節 結論 142
第二節 教學實施與系統改善建議 150
第三節 未來研究方向 153
參考文獻 155
附錄一 參與研究同意書 166
附錄二 電腦中介溝通能力量表 167
附錄三 學習動機量表 170
附錄四 個人觀點學習單 173
附錄五 訪談大綱 174		zh_TW
dc.format.extent 7811071 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108155004en_US
dc.subject (關鍵詞) 線上討論zh_TW
dc.subject (關鍵詞) 社會性科學議題zh_TW
dc.subject (關鍵詞) 電腦中介溝通zh_TW
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) 討論動機zh_TW
dc.subject (關鍵詞) 討論參與度zh_TW
dc.subject (關鍵詞) 遊戲化激勵機制zh_TW
dc.subject (關鍵詞) Online discussionen_US
dc.subject (關鍵詞) Socio-scientific issuesen_US
dc.subject (關鍵詞) Computer-mediated communicationen_US
dc.subject (關鍵詞) Discussion effectivenessen_US
dc.subject (關鍵詞) Discussion participationen_US
dc.subject (關鍵詞) Discussion motivationen_US
dc.subject (關鍵詞) Gamified incentive mechanismen_US
dc.title (題名) 具遊戲激勵機制之即時觀點比較線上討論板對於提升討論成效的影響研究zh_TW
dc.title (題名) The Effects of an Online Discussion Board with a Gamified Instant Perspective Comparison on Discussion Effectivenessen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202101193en_US