| 摘要: | 學習歷史對於學生的知識建構和批判性思考至關重要，但目前的歷史教育課程往往缺乏趣味性，使得學生難以投入到學習中。然而，透過遊戲化的方式，可以為學生提供更具情境性和互動性的學習體驗，從而提升他們對歷史的學習興趣和沉浸度。為了增強學生的參與感和沉浸度，本研究將物聯網（Internet of Things, IoT）融入歷史教育遊戲中可以提供更複雜的遊戲機制，創造更加豐富和互動性的學習環境，以促進學生之間的社交互動，並藉由遊戲數據的視覺化呈現，提升學習者的遊戲體驗。而台灣荷西時期是一個重要的時代，該時期展現出台灣首次與世界接軌的樣貌。因此，本研究以荷西時期的台灣為背景，開發一套結合IoT的遊戲<祕探荷西>。本研究的目的在於讓學習者在遊戲中扮演不同的角色，在每回合的事件中以自己所扮演的角色角度進行溝通和協商。主要觀察每位學習者在討論過程中所呈現的社交類型及其決策選擇。而IoT的應用使得遊戲中的物品能夠相互傳遞訊息，並將結果以視覺化方式呈現，增強了遊戲的真實感和現實感，進一步提升了玩家的沉浸度。而沉浸度的提升不僅可以讓學習者產生積極的社交互動，同時可以使其加深對於知識的理解，從而提高歷史的學習成效。
本研究旨在探討玩家在遊戲中是否提高其學習成效，以及遊戲中展現的社交類型與決策之間的關聯。對於前者，本研究採用前後測的量化方式，分析每位參與者在遊戲前後的學習成效。對於後者，則採用質性分析方法，將玩家社交類型分成合作型、衝突型、交易型、領導型和冷漠型。藉由收集每位參與者在遊戲中個人及小組決策學習單上的決策選項及理由，並透過每組的遊戲主持人觀察各組參與者在討論過程中展現的社交類型，以文字分析方式探討玩家社交互動對其決策的影響。最後，為了評估玩家對遊戲的滿意程度，設計了滿意度問卷，包含遊戲體驗、學習體驗、社交互動及技術運用等四個方面，以便研究者根據回饋改善遊戲機制及系統，提供學習者更流暢的遊戲體驗。
研究結果發現，學習者在玩完遊戲後，在學習成效上有顯住的進步。在遊戲過程中，不同的社交類型對於決策選項及其背後的想法理由有明顯的不同：當組內討論時，大多表現出冷漠型的參與者最容易因為他人的言論改變自身想法及決策選項，最終決策會和小組內的結論相同；表現出合作型的參與者大部份也會因為他人的言論改變自身想法，但與冷漠型不同的是，其最終想法不一定會與小組內的決策相同；表現出衝突型的參與者大部份不會因為他人的言行而輕易改變自身的想法以及決策；表現出領導型的參與者大部份的決策選項對於小組最終的決策的影響最大，通常小組的討論結果都會和領導型的選擇相同的決策；表現出交易型的參與者通常伴隨著領導型，而該交易型學生會根據利弊去思考是否更改想法或決策。而當在外交討論時，表現出冷漠型的參與者在外交中也容易受到別組的想法所影響，最終改變自身的決策；表現出衝突型的參與者通常在外交中表現出較強的攻擊性，幾乎每次的決策選項都偏向攻擊他人；經分析後發現外交後，小組的選擇也幾乎和領導型的人選擇相同，推測在外交時，領導型成員主導了交涉；表現出交易型的參與者通常都會思考較多，且若無法在其中奪取利益，那麼較容易會袖手旁觀。而在外交討論過程中也發現當面對與自身立場不同的人拒絕溝通或者力量懸殊的情況時，小組內的成員往往會更加傾向於一致的想法。另外，在遊戲滿意度中，學習者對於遊戲體驗、學習體驗、社交互動及技術運用都給予相當高的評價。
;Learning history is crucial for students′ knowledge construction and critical thinking. However, the current history education curriculum often lacks engagement, making it difficult for students to immerse themselves in learning. Through gamification, students can be provided with more contextual and interactive learning experiences, thereby enhancing their interest and immersion in history. To increase students′ engagement and immersion, this study integrates the Internet of Things （IoT） into history education games. This integration can offer more complex game mechanisms, creating a richer and more interactive learning environment that promotes social interaction among students. By visualizing game data, learners′ gaming experience can be enhanced. The Dutch colonial period in Taiwan is a significant era that marks Taiwan′s initial connection with the world. Therefore, this study develops a game titled "Secret Agent in Dutch Taiwan," set in the Dutch colonial period and incorporating IoT. The purpose of this research is to enable learners to assume different roles in the game and communicate and negotiate from the perspective of their roles during each event. The study mainly observes the social types and decision-making choices exhibited by each learner during the discussion process. The application of IoT allows objects in the game to exchange information and present the results visually, enhancing the game′s realism and authenticity, thereby further increasing players′ immersion. The enhancement of immersion not only fosters positive social interactions among learners but also deepens their understanding of knowledge, thereby improving the effectiveness of history learning.
This study aims to explore whether players′ learning effectiveness improves through gameplay and the relationship between social types and decision-making within the game. For the former, a quantitative pre-test and post-test method is adopted to analyze each participant′s learning effectiveness before and after the game. For the latter, a qualitative analysis method is used to categorize players′ social types into cooperative, impulsive, transactional, leadership, and indifferent. By collecting each participant′s decision options and reasons on individual and group decision-making worksheets during the game, and through observations made by group game facilitators on the social types displayed by participants during discussions, a textual analysis method is employed to examine the impact of players′ social interactions on their decision-making. Lastly, to assess players′ satisfaction with the game, a satisfaction questionnaire is designed, covering four aspects: game experience, learning experience, social interaction, and technology application. This feedback allows researchers to improve the game mechanics and system, providing learners with a smoother gaming experience.
The results of the study revealed that learners showed significant improvement in learning effectiveness after playing the game. During the game, different social types exhibited distinct decision-making options and underlying reasoning: participants displaying an indifferent type were most likely to change their thoughts and decision options due to others′ remarks, with their final decisions often aligning with the group′s conclusions. Participants exhibiting a cooperative type also tended to change their thoughts based on others′ remarks; however, unlike the indifferent type, their final thoughts did not necessarily align with the group′s decisions. Participants displaying an impulsive type were mostly unlikely to change their thoughts and decisions based on others′ actions or words. Those exhibiting a leadership type had the most significant influence on the group′s final decisions, which typically matched the leader′s choices. Transactional participants usually accompanied leaders and would reconsider their thoughts or decisions based on a cost-benefit analysis. During diplomatic discussions, indifferent participants were easily influenced by other groups′ ideas, ultimately changing their decisions. Impulsive participants displayed strong aggressiveness, with nearly all their decisions leaning towards attacking others. After analysis, it was found that after diplomacy, the group′s choices were almost identical to the leadership type, suggesting that leaders dominated negotiations. Transactional participants tended to consider more factors and were more likely to remain passive if no benefits could be gained. Diplomatic discussions also revealed that when facing uncooperative individuals or imbalanced power dynamics, group members tended to adopt a more unified stance. Regarding game satisfaction, learners provided high ratings for game experience, learning experience, social interaction, and technology application. |
