電玩遊戲內置入Bloom知識與認知歷程重現概念模型

A Conceptual Model for Computer Game Design to Represent Bloom Knowledge and Replicate Cognitive Process

根據資策會的調查顯示，2009年台灣地區線上遊戲市場規模上看113億，來自不同產／學／業界的資金與注意力，紛紛投入電玩遊戲相關研究。因為電玩遊戲的玩家以學生族群居多，所以電玩遊戲已漸漸成為領導地位的娛樂休閒平台。傳統的遊戲式教學，大多著重在不同教育科目或是不同年齡層的探討，對於如何幫助數位內容業者落實在電玩遊戲內容設計與認知歷程重現，目前是缺乏可供參考的模型。本研究旨在提出一概化參考模型，藉由在電玩遊戲內重現不同的認知歷程，讓玩家在進行遊戲的過程中，從中獲取不同層級的知識。因此，本研究所提出的概化參考模型，包括：不同層面的知識與認知歷程（依Bloom知識分類框架區分）與遊戲置入方式（道具／回饋／目標）。最後，再以CCNA認證的網路管理課程為實驗課程，進行概化參考模型的驗證。由實驗結果顯示，電玩遊戲的確適合做為認知歷程重現的平台，相較於傳統的數位學習教材（以網頁做為比較對象），學生在教材的停留時間、學習績效（平均成績）與學習興趣都有提升。本研究建議可考慮將電玩遊戲做為課後輔導的學生補強管道能夠取得最好的效果。

Computer game had reached maturity in Taiwan, the computer game market share had exceed NT dollars 11,300 million and can be further increasing. Instead of entertainment platform, computer game is being regarded as a kind of emerging electronic mass media platform. A lot of comprehensive applications are appearing within computer game due to the viscosity and clustered effect of game players is expected. This research proposed a knowledge placement framework enable game player reached various kinds of knowledge by experience related cognitive process which be represented in computer game via different manner. Based on Bloom classification mechanism, the leaner would experience various cognitive processes, including: remember, understand, apply, analyze, evaluate and create, to receive related knowledge, such as factual, conceptual and procedural knowledge. According to problem solving theory, the proposed framework implements such bloom knowledge mechanism by tool, feedback and goal in computer game. Finally, a illustration certification training, CCNA networking management content design, is presented and further validation would be implement.