大一學生在圖書館利用教育遊戲之心流經驗

Abstract

隨著資訊科技發達和網路普及，數位原生的學習方式和過去學生相比，明顯截然不同，因此促使圖書館界開始關注這群族群。為了要與他們有所連結，圖書館結合遊戲和學習，發展出圖書館利用教育遊戲來幫助大一學生認識與瞭解圖書館的空間、服務、館藏和資源使用。一個遊戲成功的最重要關鍵在於玩家經驗，而眾多的玩家經驗中目前又以心流經驗為最可代表玩家經驗的概念，因為心流經驗可以影響學生在遊戲中的心情，並且是學生決定否要繼續遊戲下去的重要因素。 心流經驗在過去研究的諸多領域中，主要是探討休閒活動、運動經驗、網路使用、教育及休閒遊戲等，近來有學者開始探討學習者在學習性遊戲中的心流經驗，然而目前在圖書館的學習性遊戲方面並沒有相關的實證研究。因此本研究希望瞭解大一學生在圖書館利用教育遊戲的心流經驗，並藉由他們的遊戲經驗觀點來提供圖書館在設計學習性遊戲上具體的改善建議。 本研究的研究對象為臺灣大學的大一學生，透過問卷調查法來瞭解學生在圖書館利用教育遊戲的心流經驗，接著採用深入訪談法來得知學生對圖書館利用教育遊戲的看法。本研究發現如下： 一、學生在圖書館利用教育遊戲可達到專注，較難達到沉浸。 二、學生在圖書館利用教育遊戲要達到沉浸是有其困難性，影響學生無法沉浸的 原因有遊戲時間太短、過去的遊戲經驗太豐富、學生的學習態度等三個因素。 三、心流經驗會影響學生玩遊戲的情緒，心流經驗提高，同時也會提升學習成效。 四、學生的性別和單次遊戲所花費的時間會影響心流經驗。性別上，男生的心流 經驗高於女生；目前平均單次遊戲所花費的時間方面，單次遊戲花費的時間越長，心流經驗越高。 本研究最後對圖書館利用教育遊戲提出改善建議，以及圖書館利用教育遊戲設計上可參考的遊戲要素。

With the development of information technology and the popularity of Internet, learning pattern of the digital native is different from the past, leading library to pay more attention to those young. In order to connect the digital native with library, the library instruction game is designed in learning viewpoint for freshmen in university. The library instruction game can guide freshmen to learn library space, service, and how to collect and use library resource. The key point of a successful game is player experience. Flow experience is the most representative concept in player experience which can influence the students’ emotion in the game, and it’s an important factor for player if keep playing the game or not. In the past, many research fields discuss flow experience about leisure activities, sports experience, Internet use, education, casual games and learning games. However, there is no empirical research about flow experience in library instruction game so far. Therefore, in this thesis, we focus on flow experience for university freshmen in library instruction game. With the result of their gaming experience, we can provide some suggestions for the design of library instruction game. The samples we have got in this thesis are National Taiwan University freshmen. According to questionnaire surveys, we can acquire the freshmen experience in library instruction game. Then, we interview with those freshmen to know how they think about library instruction game. After integrating the data collected from the survey and interview, the conclusions are as follows: 1、Freshmen can concentrate on library instruction game, but it’s difficult to increase immersion within game for them. 2、The reasons which cannot achieve immersion in library instruction game are short game time, game experience and learning attitude of student. 3、Flow experience of freshmen improves not only in library instruction game but also in effectiveness of learning. 4、Gender of freshmen and the duration in every game which freshmen can focus on significantly affect flow experience. In Gender, the scores of the male freshman flow experience are higher than the female. For the duration in every game, the more time the students spend in this game, the higher flow experience is. At the end of this thesis, we provide some practical suggestions and game elements for library instruction game.