A study on assessing the effects of the design features of game-based learning for skill training on learning emotion and performance

• Main Authors: Hu, Wan Chi, 胡琬琪
• Other Authors: Chen, Chih Ming
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/49997017850979654645

碩士 === 國立政治大學 === 圖書資訊學數位碩士在職專班 === 100 === Game-based learning can provide a safe environment with satisfied basic needs during learning process, problem solving domain foundation, funny and attractive characteristics for learners. Skill learning games are different from normal cognitive and affective games. The design of skill learning games emphasizes on not only facts and knowledge but also on learning some kinds of motion and skills by operation and practice, so we concerned about the key design features attracting learners to interest the learning process and get the learning goals. On the other hand, it is indispensable for key design features considering about learning emotions and learner’s experience, and it is also necessary to be further investigated about which feature will affect the learner’s emotion and learning performance. Two English typing games with different design features were adapted to investigate the effects and relations between design features and learner’s emotion and learning performance to clarify the positive or negative emotions and performance were affected by which design feature of the skill learning games and to set a reference for the game designer. The study results show that female learner’s negative emotion which was caused by different game design features of the English typing games was significantly affected, but male learner’s emotion was not. The two adapted games were both with learning performance, and her male learning performance was better with better game design features of the typing games. Proper feedback was the most important design feature. The effects of emotions to performance were partly proven from poor typing ability learners.