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題名：數位遊戲諮商之經驗分析與成效探究
作者：許于仁
作者(外文)：Yu-jen Hsu
校院名稱：國立臺南大學
系所名稱：數位學習科技學系博士班
指導教授：施如齡
學位類別：博士
出版日期：2013
主題關鍵詞：探索教育；團體人際效能；自我概念；虛擬諮商；數位遊戲；自我心像；數位遊戲諮商；跨平台；學習遷移；Adventure Education；Group Interpersonal Effectiveness；Self-concept；Virtual Counseling；Digital Games；Self-Image；Game-based Counseling；Cross-platform；Transfer of Learning
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本研究之主要目的是設計開發數位遊戲，來打破青少年對於諮商的刻版印象，以及論證數位遊戲諮商在輔導經驗的分析及成效。數位諮商遊戲是在數位遊戲中放入諮商議題，提供諮商師與個案建立關係、協助個案時的輔助工具，並於過程中進行「數位遊戲諮商」(Game-based Counseling，GBC)的分析。
本研究分別為個人諮商及團體諮商設計開發數位諮商遊戲。在研究中的個人諮商選取高互動的繪畫治療，開發成數位化表達自我心像的個人諮商遊戲；而團體諮商中以探索教育中行之有年的學習活動做為遊戲主軸，選取擁有團隊合作、問題解決、分工合作等主要內涵的學習活動，改編發展而成團體諮商遊戲。研究者以Unity3D及體感Kinect來建置多款「數位諮商遊戲」。
本研究以諮商理論、學習理論及科技效能作為理論依據，發展數位遊戲諮商並進行成效評量。本研究方法分為三階段，首先第一階段以「柯氏情緒測驗量表」進行分組。研究結果以「田納自我概念量表」與圖像分析相互評量；也以問卷調查提出內在心像科技化成效的量化成果；最後，從訪談暸解參與者之自我概念以及對於數位遊戲諮商的滿意度，更以觀察法分析其遊戲行為。第二階段「團體諮商」實施方法為，實驗前二週先以「人際關係行為量表」取得個人在人際互動中的表現數據。研究實驗過程中以問卷前後測進行團體諮商人際互動、合作學習的經驗分析，及針對團體諮商遊戲成效數據中，評鑑遊戲成果。為論證完善，再以質性研究方法進行團體諮商經驗中以觀察法分析、訪談結果暸解參與者之人際關係行為。第三階段「學習遷移」的評估方式，是所有參與者在距離第二階段的二個月後進行實體團隊合作的活動。在研究實驗中「遷移成效前後問卷」進行量化數據收集。因遷移成效至今並未有完善的論證，所以實驗過程中，以Kirkpatrick 評估模式做為觀察記錄層次，以觀察法分析其遊戲行為。
本研究經過三個階段的實驗論證，所得研究結果為透過數位遊戲可以呈現青少年的自我概念完整度，並成為輔助諮商師諮商工具之一。以及在諮商晤談結束後，利用數位遊戲來整理情緒信念成效顯著。因為科技工具對於青少年沒有進入門檻，他們自在、信任、安心，在與數位遊戲互動過程中，對於開放隱私將內在自我心像表達，這樣的信任行為表現更甚過於與人面對。因此，透過數位遊戲呈現青少年內在心像之認同感達顯著成效。在團體諮商經驗分析中，團體互動中是增進人際行為最直接有效的方式，透過數位遊戲建構虛擬團體，安排社會利他行在團隊合作中，團體歷程經驗中建立自信，人際間相互學習，有效學習正確人際互動行為。因此，數位探索遊戲在青少年的人際互動行為有顯著差異。也對於數位探索遊戲主題達高度認同。最後，用活動情境來形塑團體任務，每一個任務都需問題解決的能力，過程感受到自己在團體中個人責任的重要性，透過團隊學習找到學習脈絡，試錯經驗的價值，因此，數位遊戲對於青少年問題解決能力學習遷移之成效達顯著差異。
研究中透過每一階段的諮商經驗分析，建構每一階段的習得，從強化自我價值到人際互動關係中，以及融入反思教學來修正行為，更強調數位遊戲歷程是理性思考後行動化的過程，可說是從情感面到理性整理到行動化，這樣完整的諮商經驗分析，是後設諮商的新論述。
The purpose of this study is to design and develop digital games to break adolescents’ stereotypes to counseling, and examine the effectiveness of digital game-based counseling (GBC) with process analysis. Digital counseling game is to place counseling purposes and issues into the digital games to provide counselors to build relationships with patients. The games are the supplementary tools to the counseling process.
The research has two main stages: individual counseling and group counseling. For individual counseling, art therapy and rational emotive path are conducted in the digital forms to express students’ self-image. Group counseling includes four learning activities that are based on adventure education games which emphasize teamwork, problem-solving, and division of labor. Unity3D was used to design Broken Squares and Moon Ball; and Kinect was used to build Cooperate Maze and Group Balance. All four games were cross-platform multiplayer counseling game.
Counseling theories, learning theories, and game theories are used to generate the design and evaluation framework. College students were invited as the research participants. The process of this study was divided into three stages. In the first stage about individual counseling, Ko Depression Inventory was used to group students into high, middle, and low depression value groups. The results of art therapy digital game are cross-analyzed with Tennessee Self-Concept Scale. Results of questionnaire and interviews are also presented to illustrate the effect of the technologization of inner self-image and participants’ satisfactions to the game. In the second stage about group counseling, participants’ interpersonal interaction conditions were obtained through Interpersonal Behavior Scale in order to compare the research results received afterwards. Pre- and post-questionnaires were conducted to understand participants’ cooperative learning experiences and game effectiveness. Observations and interviews were also conducted to collect qualitative data to understand participants’ interpersonal behaviors. The third stage about learning transfers is performed two months after the second stage. Object Retrieval game is used as the group activities to see how participants use strategies learned in the previous stages. Kirkpatrick evaluation model was used to analyze the observation records for participants’ cooperative behaviors.
The results of the study shown that digital games can allow adolescents effectively review their self-concept and emotions. For adolescents are mostly comfortable with and trust technological tools that they are more open to present their inner self in the interaction with games. They experience various counseling issues in different stages, strengthen their self-worth, and adjust their behaviors with reflective thinking. The research found that digital games can significantly help participants to (1) complete self-concept, (2) rationalize emotions, (3) present inner images, (4) improve interpersonal interactions, (5) learn problem-solving strategies, (6) having learning transfer to attitudes.
The game-based counseling walks the participants through the process of moving from emotions, rationalities, to actions. Digital games have the effects of enhancing participants’ meta-counseling, promoting their automation to self-exploration and self-recognition.
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