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題名 人力資源教育訓練遊戲化學習成效之研究
Research into Learning Effectiveness of Gamified Human Resource Training Program
作者 高翊瑄
Kao, Yi Hsuan
貢獻者 姜國輝
Chiang, Kuo Huie
高翊瑄
Kao, Yi Hsuan
關鍵詞 教育訓練
遊戲化
冒險遊戲
學習成效
Human Resource Training
Gamification
Adventure Game
Learning Effectiveness
日期 2014
上傳時間 1-六月-2015 11:01:42 (UTC+8)
摘要 教育訓練對於企業的營運是很重要的，但是一般教育訓練的內容有時並不是很有趣，而且當教育訓練的內容是傾向沒有唯一解答的主題時，企業也不容易透過傳統上課、閱讀教材或考試等方法了解員工是否真的理解教育訓練所要傳達的觀念。
     本研究希望以一種新的教育訓練模式提升員工參與教育訓練的動機和意願，並同時達到一定程度的學習成效，因此本研究在企業教育訓練之中加入遊戲化 (gamification)和冒險遊戲 (adventure game)的要素，將員工玩遊戲的動機轉化為學習的動力。而為了了解這種新的教育訓練模式的學習成效，本研究以人壽業T公司的遊戲化教育訓練課程為例，收集T公司員工實際進行課程的學習紀錄進行分析。
     經過資料分析之後，本研究認為員工對於這種新的教育訓練模式有一定程度的參與意願和完成課程的動機之外，同時也能夠達到和傳統教育訓練差不多的學習成效。而且，與一般傳統的教育訓練方法相較，這種新的教育訓練模式可以以相對較少的時間與力氣實施員工的學習難點分析，能夠幫助企業快速找到員工需要加強的部分，進而實施更符合員工特性的相關課程內容或宣導活動。
Human resource training programs are important to enterprises, but the contents of these training programs are sometimes not very interested to employees. On the other hand, when the contents of training programs have characteristics of high flexibility, it is hard for managers to evaluate whether employees really understand the concepts of training programs by traditional methods such as lectures, reading materials or exams.
     This research aims to propose a new human resource training method to increase employees’ motivation and willingness to join training programs, and to achieve a certain level of learning effectiveness as well. In this new training method, skills of gamification and adventure game are applied. To examine the learning effectiveness of this new training method, a gamified human resource training program of Company T is studied. Data from employees of Company T, who have been actually joining this gamified training program, is collected and analyzed.
     This study addresses that the employees are willing to join this gamified training program, and are motivated to complete the program. At the same time, the learning effectiveness of the program is equivalent to that of traditional training programs. Moreover, compared to traditional training programs, gamified training program enables managers to easily analyze learning weak points of their employees, which is helpful for enterprises as they implement further training programs or campaign that are more suitable for their employees.
參考文獻 4Gamer. (2013). イシイジロウ氏ら第一線で活躍するクリエイターがアドベンチャーゲームを語り尽くす！――「弟切草」「かまいたちの夜」から始まった僕らのアドベンチャーゲーム開発史（前編）. 擷取自 4Gamer.net: http://www.4gamer.net/games/074/G007427/20131108107/
     Adams, E., & Rollings, A. (2006). Fundamentals of Game Design. Prentice Hall.
     Amory, A. (2001). Building an Educational Adventure Game: Theory, Design, and Lessons. Journal of Interactive Learning Research, 12(2/3), 249-263.
     Arbaugh, J. B., & Hiltz, S. R. (2004). Improving Quantitative Research on ALN Effectiveness. In S. R. Hiltz, & R. Goldman (Eds.), Learning Together Online: Research on Asynchronous Learning Networks (pp. 72-94). Routledge.
     Classroom Aid Inc. (無日期). 基於遊戲的學習. 擷取自 數位學習無國界: http://chinese.classroom-aid.com/p/blog-page_2/
     Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining “Gamification”. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek `11) (pp. 9-15). Tampere, Finland: ACM.
     eHow. (n.d.). Definition of Hands-on Training. Retrieved from eHow: http://www.ehow.com/about_5076464_definition-handson-training.html
     Gamification World Congress. (2014). Nick Pelling: The Gamification Inception. Retrieved from Gamification World Congress: http://www.gamificationworldcongress.com/2014/05/09/nick-pelling-the-gamification-inception/
     Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? — A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Annual Hawaii International Conference on System Sciences (HICSS 2014) (pp. 3025-3034). Hawaii: IEEE.
     Herger, M. (2013). Enterprise Gamification — Exploiting people by letting them have fun. Retrieved from IEEE-USA: http://www.ieeeusa.org/careers/webinars/2013/files/Enterprise_Gamification_1-page.pdf
     Huang, W. H., & Soman, D. (2013). A Practitioner’s Guide To Gamification Of Education. Toronto, Canada: Rotman School of Management.
     Huotari, K., & Hamari, J. (2011). “Gamification” from the perspective of service marketing. Gamification: Using Game Design Elements in Non-Gaming Contexts. Vancouver, Canada. Retrieved from http://gamification-research.org/chi2011/papers/
     International Organization for Standardization. (2010). Ergonomics of human-system interaction — Part 210: Human-centred design for interactive systems (ISO 9241-210). International Organization for Standardization.
     Lazzaro, N. (2008). The Four Fun Keys. In K. Isbister, & N. Schaffer, Game Usability: Advice from the Experts for Advancing the Player Experience (pp. 317-343). Morgan Kaufmann.
     Moore, J. C. (2002). Elements of Quality: The Sloan-C™ Framework. Needham: Sloan Consortium.
     Swan, K. (2003). Learning Effectiveness: What the Research Tells Us. In J. Bourne, & J. C. Moore (Eds.), Elements of Quality Online Education: Practice and Direction (pp. 13-45). Needham: Sloan Consortium.
     Terrill, B. (2008). My Coverage of Lobby of the Social Gaming Summit. Retrieved from Bret on Social Games: http://www.bretterrill.com/2008/06/my-coverage-of-lobby-of-social-gaming.html
     Trybus, J. (n.d.). Game-Based Learning: What it is, Why it Works, and Where it`s Going. Retrieved from New Media Institute: http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
     Wikipedia. (2014). Dialog tree. Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Dialog_tree
     Zichermann, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O`Reilly Media.
     江佩珊. (2014). 於行動平台之多媒體學習遊戲化之研究（未出版之碩士論文）. 台北市: 國立政治大學.
     國家教育研究院. (2000). Extrinsic Motivation - 外在動機. 擷取自 雙語詞彙、學術名詞暨辭書資訊網: http://terms.naer.edu.tw/detail/1303809/
描述 碩士
國立政治大學
資訊管理研究所
101356004
103
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101356004
資料類型 thesis
dc.contributor.advisor 姜國輝zh_TW
dc.contributor.advisor Chiang, Kuo Huieen_US
dc.contributor.author (作者) 高翊瑄zh_TW
dc.contributor.author (作者) Kao, Yi Hsuanen_US
dc.creator (作者) 高翊瑄zh_TW
dc.creator (作者) Kao, Yi Hsuanen_US
dc.date (日期) 2014en_US
dc.date.accessioned 1-六月-2015 11:01:42 (UTC+8)-
dc.date.available 1-六月-2015 11:01:42 (UTC+8)-
dc.date.issued (上傳時間) 1-六月-2015 11:01:42 (UTC+8)-
dc.identifier (其他 識別碼) G0101356004en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/75403-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 資訊管理研究所zh_TW
dc.description (描述) 101356004zh_TW
dc.description (描述) 103zh_TW
dc.description.abstract (摘要) 教育訓練對於企業的營運是很重要的，但是一般教育訓練的內容有時並不是很有趣，而且當教育訓練的內容是傾向沒有唯一解答的主題時，企業也不容易透過傳統上課、閱讀教材或考試等方法了解員工是否真的理解教育訓練所要傳達的觀念。
     本研究希望以一種新的教育訓練模式提升員工參與教育訓練的動機和意願，並同時達到一定程度的學習成效，因此本研究在企業教育訓練之中加入遊戲化 (gamification)和冒險遊戲 (adventure game)的要素，將員工玩遊戲的動機轉化為學習的動力。而為了了解這種新的教育訓練模式的學習成效，本研究以人壽業T公司的遊戲化教育訓練課程為例，收集T公司員工實際進行課程的學習紀錄進行分析。
     經過資料分析之後，本研究認為員工對於這種新的教育訓練模式有一定程度的參與意願和完成課程的動機之外，同時也能夠達到和傳統教育訓練差不多的學習成效。而且，與一般傳統的教育訓練方法相較，這種新的教育訓練模式可以以相對較少的時間與力氣實施員工的學習難點分析，能夠幫助企業快速找到員工需要加強的部分，進而實施更符合員工特性的相關課程內容或宣導活動。		zh_TW
dc.description.abstract (摘要) Human resource training programs are important to enterprises, but the contents of these training programs are sometimes not very interested to employees. On the other hand, when the contents of training programs have characteristics of high flexibility, it is hard for managers to evaluate whether employees really understand the concepts of training programs by traditional methods such as lectures, reading materials or exams.
     This research aims to propose a new human resource training method to increase employees’ motivation and willingness to join training programs, and to achieve a certain level of learning effectiveness as well. In this new training method, skills of gamification and adventure game are applied. To examine the learning effectiveness of this new training method, a gamified human resource training program of Company T is studied. Data from employees of Company T, who have been actually joining this gamified training program, is collected and analyzed.
     This study addresses that the employees are willing to join this gamified training program, and are motivated to complete the program. At the same time, the learning effectiveness of the program is equivalent to that of traditional training programs. Moreover, compared to traditional training programs, gamified training program enables managers to easily analyze learning weak points of their employees, which is helpful for enterprises as they implement further training programs or campaign that are more suitable for their employees.		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 2
     第三節 研究架構與流程 3
     第二章 文獻探討 4
     第一節 遊戲化 4
     一、 遊戲化定義 4
     二、 遊玩動機 5
     三、 遊戲機制 7
     第二節 冒險遊戲 8
     一、 冒險遊戲概述 8
     二、 冒險遊戲攻略 11
     第三節 遊戲化學習與遊戲式學習 11
     一、 遊戲化學習 11
     二、 遊戲式學習 14
     第四節 使用者經驗與玩家體驗 16
     第五節 線上學習之成效測量 17
     第六節 小結 18
     第三章 研究方法 20
     第一節 研究架構 20
     第二節 研究對象 21
     第三節 研究工具 22
     一、 遊戲化教育訓練課程 22
     二、 學習成果管理系統 27
     第四章 研究結果與分析 30
     第一節 員工參與課程之情形 30
     第二節 員工學習狀況 33
     第三節 員工登入情形與學習狀況之比較 35
     一、 登入時數與遊戲成績 36
     二、 登入時數與達成過關條件前的Game Over次數 38
     三、 登入次數與達成過關條件前的Game Over次數 40
     第四節 結局統計 41
     第五節 特殊行為個案 43
     第六節 小結 43
     第五章 結論與建議 45
     第一節 研究結論 45
     第二節 未來研究方向與建議 46
     參考文獻 47
     附錄：感動服務 50		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101356004en_US
dc.subject (關鍵詞) 教育訓練zh_TW
dc.subject (關鍵詞) 遊戲化zh_TW
dc.subject (關鍵詞) 冒險遊戲zh_TW
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) Human Resource Trainingen_US
dc.subject (關鍵詞) Gamificationen_US
dc.subject (關鍵詞) Adventure Gameen_US
dc.subject (關鍵詞) Learning Effectivenessen_US
dc.title (題名) 人力資源教育訓練遊戲化學習成效之研究zh_TW
dc.title (題名) Research into Learning Effectiveness of Gamified Human Resource Training Programen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 4Gamer. (2013). イシイジロウ氏ら第一線で活躍するクリエイターがアドベンチャーゲームを語り尽くす！――「弟切草」「かまいたちの夜」から始まった僕らのアドベンチャーゲーム開発史（前編）. 擷取自 4Gamer.net: http://www.4gamer.net/games/074/G007427/20131108107/
     Adams, E., & Rollings, A. (2006). Fundamentals of Game Design. Prentice Hall.
     Amory, A. (2001). Building an Educational Adventure Game: Theory, Design, and Lessons. Journal of Interactive Learning Research, 12(2/3), 249-263.
     Arbaugh, J. B., & Hiltz, S. R. (2004). Improving Quantitative Research on ALN Effectiveness. In S. R. Hiltz, & R. Goldman (Eds.), Learning Together Online: Research on Asynchronous Learning Networks (pp. 72-94). Routledge.
     Classroom Aid Inc. (無日期). 基於遊戲的學習. 擷取自 數位學習無國界: http://chinese.classroom-aid.com/p/blog-page_2/
     Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining “Gamification”. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek `11) (pp. 9-15). Tampere, Finland: ACM.
     eHow. (n.d.). Definition of Hands-on Training. Retrieved from eHow: http://www.ehow.com/about_5076464_definition-handson-training.html
     Gamification World Congress. (2014). Nick Pelling: The Gamification Inception. Retrieved from Gamification World Congress: http://www.gamificationworldcongress.com/2014/05/09/nick-pelling-the-gamification-inception/
     Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? — A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Annual Hawaii International Conference on System Sciences (HICSS 2014) (pp. 3025-3034). Hawaii: IEEE.
     Herger, M. (2013). Enterprise Gamification — Exploiting people by letting them have fun. Retrieved from IEEE-USA: http://www.ieeeusa.org/careers/webinars/2013/files/Enterprise_Gamification_1-page.pdf
     Huang, W. H., & Soman, D. (2013). A Practitioner’s Guide To Gamification Of Education. Toronto, Canada: Rotman School of Management.
     Huotari, K., & Hamari, J. (2011). “Gamification” from the perspective of service marketing. Gamification: Using Game Design Elements in Non-Gaming Contexts. Vancouver, Canada. Retrieved from http://gamification-research.org/chi2011/papers/
     International Organization for Standardization. (2010). Ergonomics of human-system interaction — Part 210: Human-centred design for interactive systems (ISO 9241-210). International Organization for Standardization.
     Lazzaro, N. (2008). The Four Fun Keys. In K. Isbister, & N. Schaffer, Game Usability: Advice from the Experts for Advancing the Player Experience (pp. 317-343). Morgan Kaufmann.
     Moore, J. C. (2002). Elements of Quality: The Sloan-C™ Framework. Needham: Sloan Consortium.
     Swan, K. (2003). Learning Effectiveness: What the Research Tells Us. In J. Bourne, & J. C. Moore (Eds.), Elements of Quality Online Education: Practice and Direction (pp. 13-45). Needham: Sloan Consortium.
     Terrill, B. (2008). My Coverage of Lobby of the Social Gaming Summit. Retrieved from Bret on Social Games: http://www.bretterrill.com/2008/06/my-coverage-of-lobby-of-social-gaming.html
     Trybus, J. (n.d.). Game-Based Learning: What it is, Why it Works, and Where it`s Going. Retrieved from New Media Institute: http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
     Wikipedia. (2014). Dialog tree. Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Dialog_tree
     Zichermann, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O`Reilly Media.
     江佩珊. (2014). 於行動平台之多媒體學習遊戲化之研究（未出版之碩士論文）. 台北市: 國立政治大學.
     國家教育研究院. (2000). Extrinsic Motivation - 外在動機. 擷取自 雙語詞彙、學術名詞暨辭書資訊網: http://terms.naer.edu.tw/detail/1303809/		zh_TW