The Development and Evaluation of an Educational Chemistry Game Combining 3D Simulation Manipulation with Role playing Strategy: Analysis of Technology Acceptance, Flow, and Sense of Directions

• Main Authors: Te-hsin Tsai, 蔡德馨
• Other Authors: Huei-tse Hou
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/s742j3

碩士 === 國立臺灣科技大學 === 應用科技研究所 === 102 === In the age of digitalization, game-based learning combining the feature of simulation manipulation and game elements is getting more and more emphasis in the field of science education. A high authentic manipulation in simulation instruction is expected to help learners’ learning transfer of procedural knowledge. This study combined story scenarios and the element of role playing. developed a game “量子禁地” which integrated with 3D simulation manipulation and the role playing strategy. With the provision of the interface of 3D realistic operation with 720-degree field of vision, this game promoted learners’ chemical concepts of charcoal battery and the procedural knowledge of battery assembly. Moreover, this empirical study explored learners’ learning effectiveness, technology acceptance, flow state, and the correlations between these three dimensions after learners used this game. In addition, this study explored the difference in technology acceptance, flow state, and learning effectiveness between the learners with different genders, high or low sense of directions, and different speed of successful battery assembly. The participants in this study were 60 freshmen majoring in the Department of Multimedia Design in a university in northern Taiwan. The results indicated that after using this game, learners made significant progress in their learning outcomes; also, their performance of all dimensions in technology acceptance and flow state was above the median. Additionally, a positive correlation between learners’ flow state and technology acceptance was found. No significant difference was observed between technology acceptance and the posttest scores for learners with different genders and sense of directions, indicating this game could be applied to the learners with different genders and sense of directions. Moreover, this study preliminarily analyzed the path model among the dimensions of technology acceptance, flow state, sense of directions. Finally, the relevant suggestions were provided as references for educational game developers and researchers.