| Summary: | 碩士 === 國立臺北教育大學 === 文化創意產業經營學系 === 105 === With the recent rise of board game activities and their teaching application, the strengthening of foundation of board game design of education practitioner certainly has become the key to the success of this trend, which can also achieve the effect of promotion of board game. Therefore, this study was divided into two stages according to the differences in the research purposes mentioned above.
The purpose of Stage 1 of this study is to develop the design process of educational board games. User-centered design concept was used as the methodology for board game design, and Scenario was used as design guidance. The design process was put into practice through the activity “Board Game Design x Popular Science Joint Playing Workshop. Besides, this study also quantified the imaginative ability at various design stages to test the adequacy of design process. In the end, this study proposed “educational board game design circulation model,” which was divided into 5 design stages: mission analysis, design development, mechanism creation, prototype practice, and testing of deployment, and corresponded to 5 objectives missions: observation, role-setting, scenario story, visualization, and evaluation and refining.
The purpose of Stage 2 of this study is to return to the developmental context of participants’ interest in board game. The “Popular Science Board Game Testing Exhibition” held in this study was used to explore the personality traits of participants and investigate whether imagination could be used an intervening variable to affect the development of interest in board game. The quantification of structural equation modeling showed that the existing imaginative disposition of individuals has a complete mediation effect on the relationship between personality traits and interest in board game. Specifically, for the first-order effect of personality traits on imaginative disposition, extraversion has a significant effect on future imagination; agreeableness has a significant effect on cognitive imagination; openness has a significant effect on epistemic imagination, sensory imagination, and future imagination. For the second-order effect of imaginative disposition on interest in board game, epistemic imagination has a significant effect on interest capture, interest maintenance, and well-developed interest. Future imagination has a significant effect on interest maintenance and well-developed interest. However, there is a significantly negative relationship between sensory imagination and interest maintenance. The results mentioned above can serve as reference for future design of educational board games and preliminarily discuss about the personality traits and interest deepening model of people expected to devote themselves to board game field.
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