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標題: | 電腦遊戲是否能正面觸發防災教育?以水災防治遊戲為研究對象 Is a computer game a positive motivation trigger for disaster education? A flood protection game example |
作者: | Catherine Kao 高凱玲 |
指導教授: | 康仕仲 |
關鍵字: | 遊戲學習,說服技術,防災教育,Fogg 行為理論,學習動機, game-based education,persuasive technology,disaster prevention education,Fogg behavior model,learning motivation, |
出版年 : | 2013 |
學位: | 碩士 |
摘要: | 防災教育在受洪水侵襲的地區至關重要。由於洪水時常對生命與財產造成巨大傷害,將防災智慧與痛苦經驗傳遞給下一代非常必要。然而,目前防災教育主要強調天然現象及相關知識,學生缺乏實際參與,故對水災防治教育的學習動機通常較低,學習解決災害所需情意與技能的動機也被忽略。在本研究中,我們採用一個「說服技術」(Persuasive technology),稱之為「遊戲誘導式學習」(Game-initiated learning),並開發一個電腦遊戲 - Flood Protection,做為傳授防災知識前,提高學生的學習動機的觸發器。我們在一所高中進行測試,該校學生的學習能力高低分布適中。我們安排學生操作電腦遊戲,並錄下電腦螢幕畫面、滑鼠軌跡、學生的聲音和臉部表情。本測試旨在了解學生(1)學習的動機(2)玩遊戲的能力(3)關注防災的主題。首先分析學生的反應,我們從記錄中讀取四個主要的動作:討論、詢問、笑聲和尖叫,以判定他們學習動機的強弱。接著我們將學生玩遊戲的能力分為四級:探索、察覺、順暢、認知。最後,我們透過學生討論防災的內容和問題,探討學生的關注的主題與防災教育的關連性。分析結果說明學生的動機高(平均每分鐘討論2.3次、詢問0.7次、笑聲1.3次、尖叫聲0.8次);他們有足夠的能力玩此遊戲(79%遊戲關卡達到認知等級);討論內容、問題與防災教育密切相關(256項討論及問題中,73%與洪災知識密切相關)。 Disaster education is critical for regions suffering from the threat of flooding. Since floods periodically cause tremendous damage to lives and property, it is important to transfer wisdom and painful experiences from generation to generation. However, current disaster education mainly emphasizes natural phenomena and related knowledge. Students' learning motivations are usually low due to a lack of involvement with the disaster. The motivation for learning the affective domain and the skills required to resolve the disaster is relatively ignored. In this research, we adopted a persuasive technology coded game-initiated-learning (GIL) and developed a game, Flood Protection. The game was designed as a trigger to enhance students' motivation before the delivery of following knowledge. We arranged a field study in a high school, which has good distribution of learning ability among the students. We asked the students to play the game and recorded the computer screen and mouse tracks, as well as students' voices and facial expressions. The field study aimed at understanding students': (1) motivation for learning, (2) ability for playing the game and (3) focus on disaster topics. We first analyzed students' reactions and categorized them into four specific expressions: discussion, question, laughter and screaming, to determine their motivation. We then analyzed students' game playing and categorized their ability into four stages: explore, aware, fluent, and known; we finally analyzed the discussion contents and questions to see the relationship of students' interaction with our purpose: disaster education. The results show students' motivations are high (average 2.3 discussion, 0.7 question, 1.3 laughter and 0.8 screaming per minute during the game); their abilities for playing games are sufficient (79 % of the games were completed with stage known); the discussion contents and questions are closely related to disaster knowledge (73% of the 256 discussions and questions closely relate to flood and disaster knowledge). |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/17084 |
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