Designing Jigsaw Puzzle Game with Geon

• Main Authors: I-Chen Yu, 游憶真
• Other Authors: Hung-Wei Lee
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/j6du6n

碩士 === 玄奘大學 === 應用心理學系碩士在職專班 === 102 === Jigsaw puzzle game is a great tool of edutainment which can train the kids’ perceptual, cognitive, motor and even creative abilities all at once. It has become the most popular product in the market of preschool education all over the world. However, jigsaw puzzle games made by different publishers always have significant differences with their number of pieces, design styles, rules for cutting into pieces, and the provision of the outer frame for reference. These differences will correspondingly cause the difference of the level of difficulty. For the reason, this study aimed to invent new designing rules for jigsaw puzzle games to provide kids at different developmental levels with different levels of jigsaw puzzle games. The study used a three-way experiment to investigate the main effects and interactions of the cutting rule of jigsaw puzzle, the instructing style and the age of participant. The author introduced the Recognition-by-Component theory and cut puzzle pieces into two versions, one to reserve geons and the other to reserve junctions. The instruction style was accordingly divided into two versions, one to cue geons and the other to cue local conjunctions. As for the age of participant, kindergarten kids and students from the second and fourth grades at preliminary schools were recruited to join in this study. As the results indicated, except for the main effect of age, there was no any other significant main effect or interaction at this study. The post hoc comparisons revealed that kindergarten kids need more time than school students to complete these jigsaw puzzle games. The article also discussed several possible confounding variables and suggested some directions for further studies. Keywords: jigsaw puzzle game, geon, object recognition