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題名:數位遊戲應用於青少年學習團體之行動研究
作者:康慈恩
校院名稱:國立彰化師範大學
系所名稱:輔導與諮商學系
指導教授:高淑貞
學位類別:博士
出版日期:2021
主題關鍵詞:數位遊戲青少年團體行動研究digital gameadolescent groupaction research
原始連結:連回原系統網址new window
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本研究旨在探討數位遊戲應用於青少年團體的實務操作經驗,主要研究目的有四項:一、透過行動研究的修正循環,發展數位遊戲學習輔導團體的運作架構。二、分析成員對數位遊戲的使用回饋,提供以數位遊戲為諮商媒材的選用建議。三、探討在數位遊戲學習輔導團體中,成員參與團體的整體經驗。四、探討使用數位遊戲為青少年輔導諮商媒材的使用方式及介入策略。
研究動機源自學校場域實務工作的反思,是以數位遊戲進行學習輔導的行動研究,研究者執行三個行動研究循環,第一循環為團體計畫階段,第二循環為首輪團體的執行與修正,第三循環為第二輪團體的執行與修正。透過組織行動研究團隊、團體歷程回饋問卷、團體成員事後訪談等方式收集資料,進行以質性資料為主的分析,本研究的獲得的結論如下:
一、數位遊戲學習輔導團體設計的參考架構:第一、以心流理論為準則,評估數位遊戲的適用性;第二、挑選與團體學習目標符合的數位遊戲;第三、
以使用者為中心,進行數位遊戲篩選的調整;第四,與玩家協同合作,精
緻化數位遊戲選用策略;第五、將遊戲機制與正向心理學結合。
二、團體成員參與數位遊戲學習輔導團體的反思與發現有:第一、數位遊戲能帶來不同的氛圍,提高團體參與度;第二、數位遊戲能夠打破人我界線;
第三、不同類型數位遊戲對團體運作的影響不同;第四、應用程式(App)作
為家庭作業須重視介面功能設計,遊戲化機制可塑造生活及學習習慣。
三、數位遊戲的選用原則包含:考量遊戲機制豐富性;以連線遊戲提供不同人際互動體驗;透過隱喻將遊戲情節與團體主題扣合;調整單元順序首重成
員能有完整的心流體驗;選擇全員都能參與的數位遊戲。
The purpose of this research is to explore the practical experience of applying digital games to youth groups. The research purposes are four items:(1) Develop the operational structure of digital game-based learning groups through the cycle of action research. (2) Analyze members' feedback on the use of digital games, and provide suggestions on the selection of media for consultation with digital games. (3) Explore the overall experience of members participating in the group in a digital game-based learning and guidance group. (4) Explore the use of digital games as counseling media for young people and their intervention strategies.
The research motivation comes from the reflection on the practical work of the school field. In the study, the
researchers perform three action research cycles.
Collecting data by organizing action research team, group process feedback questionnaires, group member interviews etc.,and conducting analysis based on qualitative data,
the conclusions of this study are as follows:
1. The framework for the design of a digital game-based learning group: First, use flow theory as a criterion to evaluate digital games Applicability; second, select digital
games that meet the group learning goals; third, user-
centered, Adjust the selection of digital games; fourth, cooperate with players to refine the selection strategy of
digital games; Fifth, combine game mechanics with positive psychology.
2. The reflections of group members participating in digital game learning groups are as follows: First, digital games can make a difference Atmosphere to improve group
participation; second, digital games can break the boundaries between people and self; third, different types of digital games have different impacts on group operations;
fourth, apps could be taken seriously as homework, and
gamification mechanism can shape personal life and study habits.
3. The selection principles of digital games include: consider the richness of game mechanisms; use online games to provide different interpersonal interactions experience; use metaphors to align the game plot with the theme of the group; adjust the group activities in order to member to have a complete flow experience; choose a digital game that everyone can participate in.
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