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題名 基於遊戲化激勵機制改變虛擬化身外觀與觀展權限對於元宇宙數位策展成效的影響研究
A Study on the Effect of Changing the Appearance and Viewing Privileges of a Virtual Avatar on the Effectiveness of Digital Curation in the Metaverse Based on Gamification Incentive Mechanisms作者 梁騫勻
Liang, Chien-Yun貢獻者 陳志銘
Chen, Chih-Ming
梁騫勻
Liang, Chien-Yun關鍵詞 數位策展
遊戲化學習
虛擬化身
學習成效
學習動機
情感體驗
Digital Curation
Gamification of Learning
Virtual Avatar
Learning performance
Learning motivation
Emotional experience日期 2025 上傳時間 4-Aug-2025 14:03:10 (UTC+8) 摘要 近年來，隨著元宇宙沉浸式科技的發展，基於元宇宙建置之數位策展已成為文化傳播與教育應用的創新模式。相較於傳統實體展覽，數位策展能夠透過3D虛擬空間的建置、多模態內容的呈現，以及虛擬互動的機制，使策展模式更加靈活與多樣性，也提供了觀展學習者全新的學習體驗。目前大多數位策展平台採用自由探索模式，雖具有觀展學習的高度彈性，但是卻常因缺乏有效的觀展引導與激勵機制，導致觀展學習者產生淺層觀展與參與度低落等觀展行為，也難以維持觀展時的注意力，更遑論建立觀展學習者與展間內容之間的情感連結，進而影響了觀展學習的動機、成效與情感連結。 本研究所發展之「具遊戲化激勵機制之策展星際平台」，將策展內容結合遊戲化學習，整合包括積分、排行榜、虛擬化身外觀變化，以及觀展權限解鎖等遊戲化元素，讓觀展學習者在觀展學習過程中，能依據其參與與努力程度而獲得相應之積分獎勵，進而觸發虛擬化身外觀變化與展間觀展權限之解鎖，並透過排行榜機制來營造良性的競爭氛圍，希望據此提升觀展學習者的觀展學習成效及學習動機。 為了驗證本研究所發展的「具遊戲化激勵機制之策展星際平台」在支援元宇宙數位策展之觀展學習效益，本研究採用準實驗研究法，以台中市某高中兩個班級合計 62 名學生為研究對象，將其中具有30名學生的班級隨機分派為採用「不具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的控制組，另一個具有 32名學生的班級則隨機分派為採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組。本研究旨在探討採用不同觀展學習模式輔以進行「解嚴之聲：台灣重獲自由的足跡」元宇宙數位策展之歷史學習的兩組學習者，在學習成效、學習動機，以及情感體驗上是否具有顯著的差異。此外，本研究也進一步探討不同先備知識及認知風格之兩組觀展學習者採用上述兩種不同觀展學習模式，在學習成效、學習動機，以及情感體驗上是否具有顯著的差異。最後，本研究以半結構式訪談瞭解觀展學習者對於這兩種不同觀展學習模式的學習歷程、感受與建議，以補量化分析之不足，並歸納未來系統可以進一步優化與精進的改善方向。 研究結果發現，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組全體觀展學習者，以及實驗組場地相依型觀展學習者在學習成效上顯著優於採用「不具遊戲激勵機制」的控制組全體觀展學習者，以及控制組場地相依型觀展學習者。在學習動機方面，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組全體學習者，以及實驗組低先備知識的觀展學習者在學習動機之價值及情緒面向上皆顯著優於採用「不具遊戲激勵機制」的控制組全體觀展學習者，以及控制組低先備知識的觀展學習者。此外，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組場地相依型觀展學習者在學習動機之價值面向上顯著優於採用「不具遊戲激勵機制」的控制組場地相依型觀展學習者。在情感體驗方面，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組全體學習者，以及實驗組低先備知識的觀展學習者在情感體驗之愉悅及支配面向上顯著優於採用「不具遊戲激勵機制」的控制組全體觀展學習者，以及控制組低先備知識的觀展學習。 最後，基於研究結果，以及兩組學習者的訪談資料分析，本研究提出「具遊戲激勵機制改變Avatar外觀與觀展權限之元宇宙數位策展」的改善建議，以及未來研究方向。整體來說，本研究將策展內容結合遊戲化學習發展「具遊戲激勵機制改變Avatar外觀與觀展權限之元宇宙數位策展」，為觀展學習者提供一個創新的觀展學習模式，展現元宇宙數位策展在教育應用中的實用價值與創新潛力。
In recent years, with the development of immersive metaverse technology, digital curation based on metaverse platforms has emerged as an innovative model for cultural dissemination and educational applications. Compared to traditional physical exhibitions, digital curation enables greater flexibility and diversity in curatorial approaches through the creation of 3D virtual spaces, the presentation of multimodal content, and virtual interactive mechanisms, thereby offering visitors an entirely new learning experience. Currently, most digital curation platforms adopt a free exploration model, which offers high flexibility for exhibition learning. However, due to the lack of effective exhibition guidance and incentive mechanisms, visitors often experience superficial engagement, low participation rates, and difficulty maintaining attention during the curation, as well as emotional connections with the curation content. This ultimately impacts the motivation, effectiveness, and emotional connections associated with exhibition learning. The “Gamified Incentive-Based Metaverse Digital Curation Platform” developed by this research integrates curatorial content with gamified learning, incorporating elements such as points, leaderboards, virtual avatar appearance changes, and exhibition access unlocking. This allows exhibition learners to earn corresponding points based on their participation and effort during the exhibition learning process, thereby triggering virtual avatar appearance changes and exhibition access unlocking. Additionally, the ranking system fosters a healthy competitive atmosphere, aiming to enhance learners’ exhibition learning outcomes and motivation. To validate the effectiveness of the “Gamified Incentive-Based Metaverse Digital Curation Platform” developed by this research in supporting the learning benefits of digital curation, this study employed a quasi-experimental research method. The study sample consisted of 62 students from two classes at a high school in Taichung City. Among these, a class with 30 students was randomly assigned to the control group, which used a “Non-Gamified Incentive-Based Metaverse Digital Curation Platform” as an auxiliary tool for exhibition learning, the other class, with 32 students, was randomly assigned to the experimental group, which used a “Gamified Incentive-Based Metaverse Digital Curation Platform” to support exhibition learning. This study aims to explore whether there are significant differences in learning performance, learning motivation, and emotional experiences between the two groups of learners who used different exhibition learning modes to support historical learning in the “The Sound of Martial Law Lifted: Taiwan's Journey to Freedom” metaverse digital exhibition. Additionally, this study further examines whether there are significant differences in learning performance, learning motivation, and emotional experiences between two groups of exhibition learners with different prior knowledge and cognitive styles. Finally, this study uses semi-structured interviews to understand exhibition learners’ learning processes, feelings, and suggestions regarding these two different exhibition learning modes, to complement the limitations of quantitative analysis, and to identify improvement directions for future system optimization and refinement. The research findings revealed that all learners and the field-dependent learners in the experimental group, which utilized a “Gamified Incentive-Based Metaverse Digital Curation Platform” to facilitate exhibition learning, demonstrated significantly superior learning performance than all learners and the field-dependent learners in the control group, which employed a “Non-gamified Incentive-Based Metaverse Digital Curation Platform.” In terms of learning motivation, all learners and the low prior knowledge learners in the experimental group that used “Gamified Incentive-Based Metaverse Digital Curation Platform” to enhance exhibition learning, demonstrated significantly higher learning motivation in both the value and emotional dimensions than all learners and the low prior knowledge learners in the control group that used a “Non-gamified Incentive-Based Metaverse Digital Curation Platform.” Additionally, the experimental group of field-dependent learners who used the “Gamified Incentive-Based Metaverse Digital Curation Platform” to enhance exhibition learning demonstrated significantly higher learning motivation in terms of value than the control group of field-dependent learners who used “Non-gamified Incentive-Based Metaverse Digital Curation Platform.” In terms of emotional experience, all learners and low prior knowledge learners in the experimental group who used the “Gamified Incentive-Based Metaverse Digital Curation Platform” for exhibition-based learning demonstrated significantly higher levels of pleasure and control in emotional experience than all learners and low prior knowledge learners in the control group who used the “Non-gamified Incentive-Based Metaverse Digital Curation Platform” for exhibition-based learning. 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國立政治大學
圖書資訊與檔案學研究所
112155012資料來源 http://thesis.lib.nccu.edu.tw/record/#G0112155012 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (Authors) 梁騫勻 zh_TW dc.contributor.author (Authors) Liang, Chien-Yun en_US dc.creator (作者) 梁騫勻 zh_TW dc.creator (作者) Liang, Chien-Yun en_US dc.date (日期) 2025 en_US dc.date.accessioned 4-Aug-2025 14:03:10 (UTC+8) - dc.date.available 4-Aug-2025 14:03:10 (UTC+8) - dc.date.issued (上傳時間) 4-Aug-2025 14:03:10 (UTC+8) - dc.identifier (Other Identifiers) G0112155012 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/158487 - 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) 112155012 zh_TW dc.description.abstract (摘要) 近年來，隨著元宇宙沉浸式科技的發展，基於元宇宙建置之數位策展已成為文化傳播與教育應用的創新模式。相較於傳統實體展覽，數位策展能夠透過3D虛擬空間的建置、多模態內容的呈現，以及虛擬互動的機制，使策展模式更加靈活與多樣性，也提供了觀展學習者全新的學習體驗。目前大多數位策展平台採用自由探索模式，雖具有觀展學習的高度彈性，但是卻常因缺乏有效的觀展引導與激勵機制，導致觀展學習者產生淺層觀展與參與度低落等觀展行為，也難以維持觀展時的注意力，更遑論建立觀展學習者與展間內容之間的情感連結，進而影響了觀展學習的動機、成效與情感連結。 本研究所發展之「具遊戲化激勵機制之策展星際平台」，將策展內容結合遊戲化學習，整合包括積分、排行榜、虛擬化身外觀變化，以及觀展權限解鎖等遊戲化元素，讓觀展學習者在觀展學習過程中，能依據其參與與努力程度而獲得相應之積分獎勵，進而觸發虛擬化身外觀變化與展間觀展權限之解鎖，並透過排行榜機制來營造良性的競爭氛圍，希望據此提升觀展學習者的觀展學習成效及學習動機。 為了驗證本研究所發展的「具遊戲化激勵機制之策展星際平台」在支援元宇宙數位策展之觀展學習效益，本研究採用準實驗研究法，以台中市某高中兩個班級合計 62 名學生為研究對象，將其中具有30名學生的班級隨機分派為採用「不具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的控制組，另一個具有 32名學生的班級則隨機分派為採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組。本研究旨在探討採用不同觀展學習模式輔以進行「解嚴之聲：台灣重獲自由的足跡」元宇宙數位策展之歷史學習的兩組學習者，在學習成效、學習動機，以及情感體驗上是否具有顯著的差異。此外，本研究也進一步探討不同先備知識及認知風格之兩組觀展學習者採用上述兩種不同觀展學習模式，在學習成效、學習動機，以及情感體驗上是否具有顯著的差異。最後，本研究以半結構式訪談瞭解觀展學習者對於這兩種不同觀展學習模式的學習歷程、感受與建議，以補量化分析之不足，並歸納未來系統可以進一步優化與精進的改善方向。 研究結果發現，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組全體觀展學習者，以及實驗組場地相依型觀展學習者在學習成效上顯著優於採用「不具遊戲激勵機制」的控制組全體觀展學習者，以及控制組場地相依型觀展學習者。在學習動機方面，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組全體學習者，以及實驗組低先備知識的觀展學習者在學習動機之價值及情緒面向上皆顯著優於採用「不具遊戲激勵機制」的控制組全體觀展學習者，以及控制組低先備知識的觀展學習者。此外，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組場地相依型觀展學習者在學習動機之價值面向上顯著優於採用「不具遊戲激勵機制」的控制組場地相依型觀展學習者。在情感體驗方面，採用「具遊戲激勵機制改變Avatar外觀與觀展權限」輔以進行觀展學習的實驗組全體學習者，以及實驗組低先備知識的觀展學習者在情感體驗之愉悅及支配面向上顯著優於採用「不具遊戲激勵機制」的控制組全體觀展學習者，以及控制組低先備知識的觀展學習。 最後，基於研究結果，以及兩組學習者的訪談資料分析，本研究提出「具遊戲激勵機制改變Avatar外觀與觀展權限之元宇宙數位策展」的改善建議，以及未來研究方向。整體來說，本研究將策展內容結合遊戲化學習發展「具遊戲激勵機制改變Avatar外觀與觀展權限之元宇宙數位策展」，為觀展學習者提供一個創新的觀展學習模式，展現元宇宙數位策展在教育應用中的實用價值與創新潛力。 zh_TW dc.description.abstract (摘要) In recent years, with the development of immersive metaverse technology, digital curation based on metaverse platforms has emerged as an innovative model for cultural dissemination and educational applications. Compared to traditional physical exhibitions, digital curation enables greater flexibility and diversity in curatorial approaches through the creation of 3D virtual spaces, the presentation of multimodal content, and virtual interactive mechanisms, thereby offering visitors an entirely new learning experience. Currently, most digital curation platforms adopt a free exploration model, which offers high flexibility for exhibition learning. However, due to the lack of effective exhibition guidance and incentive mechanisms, visitors often experience superficial engagement, low participation rates, and difficulty maintaining attention during the curation, as well as emotional connections with the curation content. This ultimately impacts the motivation, effectiveness, and emotional connections associated with exhibition learning. The “Gamified Incentive-Based Metaverse Digital Curation Platform” developed by this research integrates curatorial content with gamified learning, incorporating elements such as points, leaderboards, virtual avatar appearance changes, and exhibition access unlocking. This allows exhibition learners to earn corresponding points based on their participation and effort during the exhibition learning process, thereby triggering virtual avatar appearance changes and exhibition access unlocking. Additionally, the ranking system fosters a healthy competitive atmosphere, aiming to enhance learners’ exhibition learning outcomes and motivation. To validate the effectiveness of the “Gamified Incentive-Based Metaverse Digital Curation Platform” developed by this research in supporting the learning benefits of digital curation, this study employed a quasi-experimental research method. The study sample consisted of 62 students from two classes at a high school in Taichung City. Among these, a class with 30 students was randomly assigned to the control group, which used a “Non-Gamified Incentive-Based Metaverse Digital Curation Platform” as an auxiliary tool for exhibition learning, the other class, with 32 students, was randomly assigned to the experimental group, which used a “Gamified Incentive-Based Metaverse Digital Curation Platform” to support exhibition learning. This study aims to explore whether there are significant differences in learning performance, learning motivation, and emotional experiences between the two groups of learners who used different exhibition learning modes to support historical learning in the “The Sound of Martial Law Lifted: Taiwan's Journey to Freedom” metaverse digital exhibition. Additionally, this study further examines whether there are significant differences in learning performance, learning motivation, and emotional experiences between two groups of exhibition learners with different prior knowledge and cognitive styles. Finally, this study uses semi-structured interviews to understand exhibition learners’ learning processes, feelings, and suggestions regarding these two different exhibition learning modes, to complement the limitations of quantitative analysis, and to identify improvement directions for future system optimization and refinement. The research findings revealed that all learners and the field-dependent learners in the experimental group, which utilized a “Gamified Incentive-Based Metaverse Digital Curation Platform” to facilitate exhibition learning, demonstrated significantly superior learning performance than all learners and the field-dependent learners in the control group, which employed a “Non-gamified Incentive-Based Metaverse Digital Curation Platform.” In terms of learning motivation, all learners and the low prior knowledge learners in the experimental group that used “Gamified Incentive-Based Metaverse Digital Curation Platform” to enhance exhibition learning, demonstrated significantly higher learning motivation in both the value and emotional dimensions than all learners and the low prior knowledge learners in the control group that used a “Non-gamified Incentive-Based Metaverse Digital Curation Platform.” Additionally, the experimental group of field-dependent learners who used the “Gamified Incentive-Based Metaverse Digital Curation Platform” to enhance exhibition learning demonstrated significantly higher learning motivation in terms of value than the control group of field-dependent learners who used “Non-gamified Incentive-Based Metaverse Digital Curation Platform.” In terms of emotional experience, all learners and low prior knowledge learners in the experimental group who used the “Gamified Incentive-Based Metaverse Digital Curation Platform” for exhibition-based learning demonstrated significantly higher levels of pleasure and control in emotional experience than all learners and low prior knowledge learners in the control group who used the “Non-gamified Incentive-Based Metaverse Digital Curation Platform” for exhibition-based learning. Finally, based on the research findings and the analysis of interview data from both groups of learners, this study proposes improvement suggestions for the “Gamified Incentive-Based Metaverse Digital Curation Platform,” as well as future research directions. Overall, this study integrates curatorial content with gamified learning to develop a “Gamified Incentive-Based Metaverse Digital Curation Platform,” providing learners with an innovative exhibition learning model that demonstrates the practical value and innovative potential of metaverse digital curation in educational applications. 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 7 第四節 研究範圍與限制 7 第五節 重要名詞解釋 8 第二章 文獻探討 12 第一節 數位策展的發展現況與應用 12 第二節 遊戲化於教學與數位策展之應用 15 第三節 影響數位策展成效之個人因素 20 第三章 系統設計 23 第一節 系統設計理念 23 第二節 系統架構 24 第三節 遊戲化激勵機制與虛擬化身設計 26 第四節 系統介面與功能說明 29 第五節 系統開發環境 41 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 45 第三節 研究對象 46 第四節 實驗設計與流程 47 第五節 研究工具 49 第六節 資料處理與分析 53 第七節 研究實施步驟 55 第五章 實驗結果分析 57 第一節 兩組觀展學習者在學習成效、學習動機，以及情感體驗之差異分析 57 第二節 採用不同觀展學習模式輔以進行觀展學習之高低不同先備知識觀展學習者，在學習成效、學習動機，以及情感體驗之差異分析 63 第三節 採用不同觀展學習模式輔以進行觀展學習之不同認知風格觀展學習者，在學習成效、學習動機，以及情感體驗之差異分析 71 第四節 訪談質性資料分析 80 第五節 綜合討論 90 第六章 結論與建議 97 第一節 結論 97 第二節 「具遊戲激勵機制改變Avatar外觀與觀展權限之元宇宙數位策展」改善建議 103 第三節 未來研究方向 104 參考文獻 108 附錄一 實驗參與同意書 121 附錄二 戒嚴時期禁歌之歷史測驗卷 123 附錄三 團體藏圖測驗 129 附錄四 學習動機量表 136 附錄五 愉快-喚起-主導情感模型量表(PAD) 140 附錄六 半結構式訪談大綱 142 zh_TW dc.format.extent 5667964 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0112155012 en_US dc.subject (關鍵詞) 數位策展 zh_TW dc.subject (關鍵詞) 遊戲化學習 zh_TW dc.subject (關鍵詞) 虛擬化身 zh_TW dc.subject (關鍵詞) 學習成效 zh_TW dc.subject (關鍵詞) 學習動機 zh_TW dc.subject (關鍵詞) 情感體驗 zh_TW dc.subject (關鍵詞) Digital Curation en_US dc.subject (關鍵詞) Gamification of Learning en_US dc.subject (關鍵詞) Virtual Avatar en_US dc.subject (關鍵詞) Learning performance en_US dc.subject (關鍵詞) Learning motivation en_US dc.subject (關鍵詞) Emotional experience en_US dc.title (題名) 基於遊戲化激勵機制改變虛擬化身外觀與觀展權限對於元宇宙數位策展成效的影響研究 zh_TW dc.title (題名) A Study on the Effect of Changing the Appearance and Viewing Privileges of a Virtual Avatar on the Effectiveness of Digital Curation in the Metaverse Based on Gamification Incentive Mechanisms en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文文獻 吳裕益(1987)。認知能力與認知型態個別差異現象之探討。教育期刊，7，253-300。 二、英文文獻 Afirando, R., Santoso, H. 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