遊戲因其豐富的趣味性，在如今的教育現場被廣泛的應用，又鑑於現今對情緒教育的重視，因此本研究期望透過議題式遊戲，瞭解玩家在遊戲中外顯情緒波動原因及玩家的自我覺察能力，並探討外顯情緒與人格之間的關聯，進而將研究結果應用於情緒教育教學現場。 本研究採用質性分析，透過議題式遊戲《大航海高峰會》為媒介、Big Five 人格測驗為研究工具，以影片方式紀錄玩家在遊戲中的外顯情緒反應，並搭配自編的自陳問卷「大航海個人情緒反思」，來探討玩家在遊戲過程中的自我覺察情緒與外顯情緒的差異。 在遊戲回合中，玩家情緒並非受單一原因所影響。根據研究結果顯示，有64％的人次受到遊戲情境所影響，有60％人次受到角色任務所影響，其餘可能原因為玩家互動、遊戲投入度與個人因素。而玩家在遊戲中大多能展現出其真實情緒，因此，建議未來可在情緒教育中結合遊戲教學，並根據教學目標調整遊戲機制，還可以依照教學目的調整遊戲機制，以達到更好的教學效果。;Due to the rich entertainment value of games, they are widely used in contemporary educational settings. Given the current emphasis on emotional education, this study aims to understand the causes of players′ emotional fluctuations in games and their self-awareness abilities. Additionally, it explores the relationship between expressed emotions and personality traits, with the ultimate goal of applying the findings to emotional education in teaching environments.
This study employs qualitative analysis, using the issue-based game "Grand Voyage Summit" as a medium and the Big Five personality test as a research tool. Players′ overt emotional reactions during gameplay are recorded via video, complemented by a self-administered questionnaire titled "Grand Voyage Personal Emotional Reflection" to explore the differences between players′ self-aware emotions and expressed emotions during gameplay.
The findings reveal that players′ emotions are influenced by multiple factors rather than a single cause. According to the results, 64% of instances are influenced by the game′s context, and 60% by the role tasks. Other possible factors include player interactions, game engagement, and individual characteristics. Most players can exhibit their true emotions during gameplay. Therefore, it is suggested that future emotional education can integrate game-based teaching, and the game mechanisms can be adjusted according to the teaching objectives to achieve better educational outcomes.
