| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士班 === 101 === Nowadays we could see people tapping on their Smartphone or tablets anytime anywhere. With the thriving technology and digital content development techniques, game based learning digital contents has become one of the most popular research topics. In the past, computer games are the main source of game based learning digital contents. Researches of game based learning digital contents for mobile devices are only showcasing in recent years. For now, mobile-based games are diverse and easy to obtain. There are many free games on Google Play or Apple App Store that contain educational value. Therefore, this study is intended to examine the impact game based learning interface design has on learners wit cognitive support and playfulness in flow experience and learning experience.The study objects are students of a private university (including undergraduates and post-graduates) in northern Taiwan. Ninety-nine people as valid samples. This study adopts quasi-experimental design. Independent variable includes cognitive support and playfulness, and divided the result of flow experience and learning experience in to two groups: high/ low. To analyze the relation of flow experience and learning experience to Playfulness (high/ low) and cognitive support (high/ low) with two way ANOVA. Using MANOVA to investigate if there are eminent variations in regard to independent variable between flow experience and learning experience. The result shows that: (1) Learners with high playfulness are sensible to Enjoyment, Concentration, Control and Exploration of flow experience. (2) Learners with high cognitive support are more sensible of Exploration in flow experience. (3) Learners with high playfulness have better perception in anxiety, motivation, learning ability in learning experience. (4) Learners with high cognitive support have less perception in anxiety of learning experience.
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