複合式桌遊之設計與開發及人格特質於遊戲歷程之分析與探討_

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題名：	複合式桌遊之設計與開發及人格特質於遊戲歷程之分析與探討
作者：	林長信
作者(外文)：	LIN, CHANG-HSIN
校院名稱：	國立臺南大學
系所名稱：	數位學習科技學系碩博士班
指導教授：	施如齡
學位類別：	博士
出版日期：	2018
主題關鍵詞：	複合式桌上遊戲；遊戲式學習；遊戲歷程；遊戲歷程；Complex board game；Game-based learning；Game processes；Personality traits
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本研究運用桌上遊戲和手持科技載具等優勢，設計一款複合式桌上策略遊戲-香料航道2.0 (Fragrant Channel v2.0)。遊戲中結合運用C-Formosa學習架構呈現大航海時代香料貿易之知識內容。在遊戲中，玩家運用NFC近場通訊連結手持裝置，搭配實體桌上遊戲之遊戲機制，學習、體驗香料貿易之相關歷史知識與情境。
為了瞭解玩家學習成效、遊戲動機、滿意度，本研究採用學習成效測驗、動機與滿意度問卷進行探討。此外，本研究嘗試改善質性分析方法，深入探討人格特質之玩家在遊戲中的行為與互動模式。研究採用人力資源動態診斷系統(Professional Dynametric Programs, PDP )人格特質量表、遊戲行為序列分析、互動行為編碼、遊戲歷程時間序列分析與焦點訪談等方式進行探究，透過量質並重的角度深入探討人格特質對於玩家在遊戲歷程中的行為與互動的模式差異為何並彙整複合式桌遊進行時的玩家組合建議。
研究挑選南臺灣某國中17位學生採用單組前後測實驗設計，研究結果顯示結合C-Formosa學習架構之桌遊透過遊戲體驗後，學習成效達顯著成長，且玩家對於遊戲表達高度遊戲動機與滿意度。此外，本研究提出精進化的綜合式質性分析方法證實可以完整呈現不同人格特質玩家之遊戲歷程中遊戲行為和人際口語互動模式，並且可透過此方式了解在特定遊戲歷程中進行前因後果的詮釋。

以文找文

This study aims to develop a complex strategic board game-Fragrant Channel v2.0 combined traditional board games and mobile-devices. The game presented the learning content and context of spice trade in the age of discovery with C-Formosa learning framework. In the game, players can use mobile-devices and board game object to immerse themselves into the game.
To investigate learning effectiveness, game motivation, and satisfaction, the history learning assessment, the questionnaires of game motivation and satisfaction are used in this study. Moreover, this study aimed to improve the methodology of qualitative. According to the results of Professional Dynamitic Program (PDP), behavior sequential analysis, interaction analysis, time series-game process analysis, and focus interviews, the game behavior patterns of players with different personality traits were investigated. To sum up the result, this dissertation will give suggestions players' composition in complex board game to the researchers who are eager to conduct this research.
The method adapted in this study was a one-group pretest-posttest design with seventeen students selected from junior high school students in Tainan. The results show that there were significant differences between learning effectiveness and players having high game motivations and satisfaction after playing the game. In addition, the refined methodology of qualitative in this study can present different game behavior patterns of players with different personality traits and complete game processes.

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