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題名:有意義遊戲化學習設計評估準則與實證之研究
作者:蘇中和
作者(外文):SU, CHUNG-HO
校院名稱:國立雲林科技大學
系所名稱:設計學研究所
指導教授:范國光
學位類別:博士
出版日期:2017
主題關鍵詞:有意義遊戲化學習遊戲設計評估理想解類似度偏好順序評估法層級分析法學習動機Meaningful Gamification LearningGame Design EvaluationTOPSISAHPFuzzy Interpretive Structural ModelLearning Motivation
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近年來由於遊戲化學習的熱潮和有意義遊戲設計的重要性顯示遊戲設計的要素多元且難以被決定。本研究提出了一個三階段的遊戲設計要素評估模型,透過模糊德菲方法取得關鍵的設計元素,並且結合模糊詮釋結構模式建立設計元素之間的關連結構模式,接著採用Fuzzy-AHP建立層次評估結構,計算屬性之間的權重,最後採用TOPSIS(理想解類似度偏好順序評估法)評估遊戲設計關鍵要素的排序和效益。接著進行結構方程模型之實證研究,包括描述性統計,測量模型以及結構模型之分析,並實證評估五個構面之間的路徑分析與和關係。本研究結果顯示,透過Fuzzy AHP的權重評估之後挑選出十個最重要的有意義遊戲化學習設計要素標準。包含有用性(S2),注意力(S15),滿意度(S18),清晰目標(S19),遊戲性(S22),技能(S20),真實性(S27),個性化(S30),互動性(S14) ,競爭(S5)。研究顯示九個假設全部獲得支持皆有顯著水準,研究結果同時也顯示認知負荷對學習焦慮的影響,若能降低學習焦慮將可提高學習動機。
The boom of Gamifying learning and the importance of meaningful game design have resulted in the elements for game design being hard to decide. This study proposes a 3-stage elements and evaluation model in game design, which acquires the key design elements with Fuzzy Delphi Method, integrates with Fuzzy Interpretive Structural Model to establish the hierarchical evaluation structure and calculate the correlations among attributes, calculates the effects of the design element attributes with Fuzzy Analytic Hierarch Process (Fuzzy-AHP), and evaluates the sequence and performance of game design attributes with TOPSIS (The Technique for Order of Preference by Similarity to Ideal Solution). The Structural Equation Modeling (SEM) analysis includes the path directions and relationship between descriptive statistics, measurement model, structural model evaluation and five variables. The results show that the usefulness (S2),Attention (S15),Satisfaction (S18),Clear goals (S19),Playfulness (S22),Skills (S20),Authentic (S27),Personalized (S30),Interactivity (S14),Competition (S5) are determined as the ten most important criteria in the systematic structural meaningful serious game selection process by Fuzzy AHP. All nine hypotheses, and the research findings also show the effects of cognitive load on learning anxiety, with strong learning motivation resulting from a low learning anxiety.
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