期刊目錄列表 - 64卷(2019) - 【教育科學研究期刊】64(3)九月刊（本期專題：創造力、STEAM與自造教育）
Directory
（專題）高中生持續參與遊戲意圖之研究：以3D摩托車數位遊戲為例
作者:國立臺灣師範大學工業教育學系暨臺北市立內湖高級工業職業學校張聖淵、國立臺灣師範大學工業教育學系暨新北市立新北高級工業職業學校詹勲從
卷期：64卷第3期
日期：2019年9月
頁碼：31-53
DOI：10.6209/JORIES.201909_64(3).0002
摘要：
本研究使用平板電腦進行「3D摩托車」數位遊戲，讓未參加過摩托車駕照考試的技術型高中學生模擬騎乘摩托車情境，其中遊戲內容設計了在道路上騎乘摩托車的法規規定、正確騎乘行為，以及其他騎乘行為之干擾，讓使用者學習騎乘技巧與交通法規。進行3D摩托車數位遊戲後，再以問卷調查研究對象在遊戲認知疲乏、遊戲焦慮、學習價值及持續參與遊戲意圖構面之相關性。本研究結果顯示，參與3D摩托車數位遊戲的使用者，其在遊戲認知疲乏與學習價值呈顯著負相關；遊戲焦慮與學習價值呈顯著正相關；學習價值和持續參與遊戲意圖呈顯著正相關。具體而言，本研究結果發現，若3D摩托車數位遊戲能降低使用者遊戲認知疲乏及遊戲焦慮，便能提升使用者之學習價值，進而引發其持續參與遊戲意圖。
關鍵詞：持續參與遊戲意圖、遊戲焦慮、遊戲認知疲乏、學習價值
《詳全文》
參考文獻：
- 內政部警政署（2018）。警政統計年報。取自https://www.npa.gov.tw/NPAGip/wSite/statistics/ Y106/mobile/index.html 【National Police Agency, Ministry of the Interior. (2018). The e-book of yearly statistics of police administration on 2017. Retrieved from https://www.npa.gov.tw/NPAGip/wSite/statistics/Y106/mobile/index.html】
- 江淑娥（1996）。青年學生騎機車之冒險行為（未出版碩士論文）。國防醫學院，臺北市。 【Chiang, S.-O (1996). Risk-taking behaviors of driving motorcycles among adolescents (Unpublished master’s thesis). National Defense Medical Center, Taipei, Taiwan.】
- 余惠蓮（2003）。應用情境學習原則之機車安全教育課程教學實驗研究─以中國海事商業專科學校學生為例（未出版碩士論文）。國立臺灣師範大學，臺北市。 【Yu, H.-L. (2003). The study of applying principles of situational learning on the safety motorbike riding class: Take students of China College of Marine Technology and Commerce (CCMTC) as examples (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 林欣怡（2015）。學習興趣、自我效能與學習價值對八年級學生科學學習成就之影響─以TIMSS2011臺灣為例（未出版碩士論文）。明道大學，彰化縣。 【Lin, S.-I. (2015). The effect of the eighth graders’ influence of learning interest, self-efficacy, and value of learning on science achievement – The case of Taiwan in TIMSS 2011 (Unpublished master’s thesis). Mingdao University, Changhua, Taiwan.】
- 侯正裕、尚榮安（2018）。專注未必有用─從媒介特性及認知專注探索行動通訊app的持續意圖。行銷評論，15（1），167-191。 【Hou, A. C.-Y., & Shang, R.-A. (2018). Does absorption definitely work? Exploring the continuance intention of mobile instant messaging by software characteristics and cognitive absorption. Marketing Review, 15(1), 167-191.】
» 展開更多
- 內政部警政署（2018）。警政統計年報。取自https://www.npa.gov.tw/NPAGip/wSite/statistics/ Y106/mobile/index.html 【National Police Agency, Ministry of the Interior. (2018). The e-book of yearly statistics of police administration on 2017. Retrieved from https://www.npa.gov.tw/NPAGip/wSite/statistics/Y106/mobile/index.html】
- 江淑娥（1996）。青年學生騎機車之冒險行為（未出版碩士論文）。國防醫學院，臺北市。 【Chiang, S.-O (1996). Risk-taking behaviors of driving motorcycles among adolescents (Unpublished master’s thesis). National Defense Medical Center, Taipei, Taiwan.】
- 余惠蓮（2003）。應用情境學習原則之機車安全教育課程教學實驗研究─以中國海事商業專科學校學生為例（未出版碩士論文）。國立臺灣師範大學，臺北市。 【Yu, H.-L. (2003). The study of applying principles of situational learning on the safety motorbike riding class: Take students of China College of Marine Technology and Commerce (CCMTC) as examples (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 林欣怡（2015）。學習興趣、自我效能與學習價值對八年級學生科學學習成就之影響─以TIMSS2011臺灣為例（未出版碩士論文）。明道大學，彰化縣。 【Lin, S.-I. (2015). The effect of the eighth graders’ influence of learning interest, self-efficacy, and value of learning on science achievement – The case of Taiwan in TIMSS 2011 (Unpublished master’s thesis). Mingdao University, Changhua, Taiwan.】
- 侯正裕、尚榮安（2018）。專注未必有用─從媒介特性及認知專注探索行動通訊app的持續意圖。行銷評論，15（1），167-191。 【Hou, A. C.-Y., & Shang, R.-A. (2018). Does absorption definitely work? Exploring the continuance intention of mobile instant messaging by software characteristics and cognitive absorption. Marketing Review, 15(1), 167-191.】
- 許家榮（2018）。降低交通事故之研究─以臺北市為例（未出版碩士論文）。中華科技大學，臺北市。 【Hsu, C.-J. (2018). Research on reduce traffic accidents: Taking Taipei City as an example (Unpublished master’s thesis). China University of Science and Technology, Taipei, Taiwan.】
- 葉孋嬋（2016）。以探究式學習激發好奇心。科學發展，522，76-77。 【Yeh, L.-C. (2016). Inquiry learning triggers learners’ epistemic curiosity. Science Development, 522, 76-77.】
- Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
- Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351-370. doi:10.2307/3250921
- Butcher, K. R. (2014). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 174-205). Cambridge, UK: Cambridge University Press.
- Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). London, UK: Routledge.
- Caplan, S. E. (2010). Theory and measurement of generalized problematic Internet use: A two-step approach. Computers in Human Behavior, 26(5), 1089-1097. doi:10.1016/j.chb.2010.03.012
- Chang, C.-C. (2013). Examining users’ intention to continue using social network games: A flow experience perspective. Telematics and Informatics, 30(4), 311-321. doi:10.1016/j.tele.2012. 10.006
- Dillman, D. A., Smyth, J. D., & Christian, L. M. (2009). Internet, mail, and mixed-mode surveys: The tailored design method (3rd ed.). Hoboken, NJ: John Wiley & Sons.
- De Dreu, C. K. W., Beersma, B., Stroebe, K., & Euwema, M. C. (2006). Motivated information processing, strategic choice, and the quality of negotiated agreement. Journal of Personality and Social Psychology, 90(6), 927-943. doi:10.1037/0022-3514.90.6.927
- Durik, A. M., Shechter, O. G., Noh, M., Rozek, C. S., & Harackiewicz, J. M. (2015). What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance. Motivation and Emotion, 39(1), 104-118. doi:10.1007/s11031-014-9419-0
- Eastin, M. S. (2006). Video game violence and the female game player: Self- and opponent gender effects on presence and aggressive thoughts. Human Communication Research, 32(3), 351-372. doi:10.1111/j.14682958.2006.00279.x
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. doi:10.1146/annurev.psych.53.100901.135153
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. doi:10.2307/ 3151312
- Fraser, C. (2001). Attitudes and actions. In C. Fraser, B. Burchell, D. Hay, & G. Duveen (Eds.), Introducing social psychology (pp. 268-287). Oxford, UK: Blackwell.
- Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503. doi:10.1037/0003-066X.54.7.493
- Gomila, T., & Calvo, P. (2008). Directions for an embodied cognitive science: Toward an integrated approach. In P. Calvo & T. Gomila (Eds.), Handbook of cognitive science: An embodied approach (pp. 1-25). San Diego, CA: Elsevier.
- Green, S. B., & Salkind, N. J. (2004). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
- Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. doi:10.1016/j.chb.2015.07.045
- Hancock, G. R., & Mueller, R. O. (Eds.). (2013). Structural equation modeling: A second course (2nd ed.). Charlotte, NC: Information Age.
- Hatakka, M., Keskinen, E., Gregersen, N. P., Glad, A., & Hernetkoski, K. (2002). From control of the vehicle to personal self-control: Broadening the perspectives to driver education. Transportation Research Part F: Traffic Psychology and Behaviour, 5(3), 201-215. doi:10.1016/S1369-8478(02)00018-9
- Hong, J.-C., Hwang, M.-Y., Liu, Y.-T., Lin, P.-H., & Chen, Y.-L. (2016). The role of pre-game learning attitude in the prediction to competitive anxiety, perceived utility of pre-game learning of game, and gameplay interest. Interactive Learning Environments, 24(1), 239-251. doi:10. 1080/10494820.2013.841263
- Hong, J.-C., Lin, M.-P., Hwang, M.-Y., Tai, K.-H., & Kuo, Y.-C. (2015). Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety. Computers & Education, 88, 109-118. doi:10.1016/j.compedu.2015.04.018
- Hong, J.-C., Tai, K.-H., Hwang, M.-Y., & Kuo, Y.-C. (2016). Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal-analytical and motor-control. Computers & Education, 100, 32-44. doi:10.1016/j.compedu.2016.04.009
- Hong, J.-C., Tai, K.-H., Hwang, M.-Y., Kuo, Y.-C., & Chen, J.-S. (2017). Internet cognitive failure relevant to users’ satisfaction with content and interface design to reflect continuance intention to use a government e-learning system. Computers in Human Behavior, 66, 353-362. doi:10. 1016/j.chb.2016.08.044
- Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi:10.1080/10705519909540118
- Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making connections: Replicating and extending the utility value intervention in the classroom. Journal of Educational Psychology, 109(3), 387-404. doi:10.1037/edu0000146
- Hwang, M.-Y., Hong, J.-C., Cheng, H.-Y., Peng, Y.-C., & Wu, N.-C. (2013). Gender differences in cognitive load and competition anxiety affect 6th grade students’ attitude toward playing and intention to play at a sequential or synchronous game. Computers & Education, 60(1), 254-263. doi:10.1016/j.compedu.2012.06.014
- Jasperson, J., Cater, P. E., & Zmud, R. W. (2005). A comprehensive conceptualization of post- adoptive behavior associated with information technology enabled work systems. MIS Quarterly, 29(3), 525-557. doi:10.2307/25148694
- Kanfer, R. (2011). Determinants and consequences of subjective cognitive fatigue. In P. L. Ackerman (Ed.), Cognitive fatigue: Multidisciplinary perspectives on current research and future application (pp. 189-207). Washington, DC: American Psychological Association. doi:10.1037/12343-009
- Laffey, J. M., Espinosa, L., Moore, J., & Lodree, A. (2003). Supporting learning and behavior of at-risk young children: Computers in urban education. Journal of Research on Technology in Education, 35(4), 423-440. doi:10.1080/15391523.2003.10782394
- Laplante, L., Everett, J., & Thomas, J. (1992). Inhibition through negative priming with stroop stimuli in schizophrenia. British Journal of Clinical Psychology, 31(3), 307-326. doi:10.1111/j. 2044-8260.1992.tb00998.x
- Levy, E. C., Rafaeli, S., & Ariel, Y. (2016). The effect of online interruptions on the quality of cognitive performance. Telematics and Informatics, 33(4), 1014-1021. doi:10.1016/j.tele.2016.03.003
- Low, R., & Sweller, J. (2014). The modality principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 227-246). New York, NY: Cambridge University Press. doi:10.1017/CBO9781139547369.012
- Lowe, D. G. (1985). Further investigations of inhibitory mechanisms in attention. Memory & Cognition, 13(1), 74-80. doi:10.3758/BF03198446
- McGill, T. J., & Hobbs, V. J. (2008). How students and instructors using a virtual learning environment perceive the fit between technology and task. Journal of Computer Assisted Learning, 24(3), 191-202. doi:10.1111/j.1365-2729.2007.00253.x
- McMorris, T., Barwood, M., Hale, B. J., Dicks, M., & Corbett, J. (2018). Cognitive fatigue effects on physical performance: A systematic review and meta-analysis. Physiology & Behavior, 188(1), 103-107. doi:10.1016/j.physbeh.2018.01.029
- Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326. doi:10.1007/s10648-007-9047-2
- Muwonge, C. M., Ssenyonga, J., & Kwarikunda, D. (2018). Cognitive appraisals, achievement emotions, and motivation towards learning mathematics among lower secondary students. African Journal of Research in Mathematics, Science and Technology Education, 22(2), 243- 253. doi:10.1080/18117295.2018.1487907
- Myszewski, J. M. (2010). Mathematical model of the occurrence of human error in manufacturing processses. Quality and Reliability Engineering International, 26(8), 845-851. doi:10.1002/qre.1162
- Nascimento, B., Oliveira, T., & Tam, C. (2018). Wearable technology: What explains continuance intention in smartwatches? Journal of Retailing and Consumer Services, 43, 157-169. doi:10. 1016/j.jretconser.2018.03.017
- Nichols, B. S. (2012). The development, validation, and implications of a measure of consumer competitive arousal (CCAr). Journal of Economic Psychology, 33(1), 192-205. doi:10.1016/j.joep.2011.10.002
- Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315- 341. doi:10.1007/s10648-006-9029-9
- Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120-141). New York, NY: Routledge.
- Peña, J., & Kim, E. (2014). Increasing exergame physical activity through self and opponent avatar appearance. Computers in Human Behavior, 41, 262-267. doi:10.1016/j.chb.2014.09.038
- Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-206. doi:10.1037/ a0036981
- Stewart, S. H., Taylor, S., Jang, K. L., Cox, B. J., Watt, M. C., Fedoroff, I. C., & Borger, S. C. (2001). Causal modeling of relations among learning history, anxiety sensitivity, and panic attacks. Behaviour Research and Therapy, 39(4), 443-456. doi:10.1016/S0005-7967(00)00023-1
- Tan, W.-K., Lee, P.-W., & Hsu, C.-W. (2015). Investigation of temporal dissociation and focused immersion as moderators of satisfaction-continuance intention relationship: Smartphone as an example. Telematics and Informatics, 32(4), 745-754. doi:10.1016/j.tele.2015.03.007
- Tozman, T., Magdas, E. S., MacDougall, H. G., & Vollmeyer, R. (2015). Understanding the psychophysiology of flow: A driving simulator experiment to investigate the relationship between flow and heart rate variability. Computers in Human behavior, 52, 408-418. doi:10. 1016/j.chb.2015.06.023
- Watt, M. C., & Stewart, S. H. (2000). Anxiety sensitivity mediates the relationships between childhood learning experiences and elevated hypochondriacal concerns in young adulthood. Journal of Psychosomatic Research, 49(2), 107-118. doi:10.1016/S0022-3999(00)00097-0
- Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in Human Behavior, 9(4), 411-426. doi:10.1016/0747-5632(93)90032-N
- Woratanarat, P., Ingsathit, A., Chatchaipan, P., & Suriyawongpaisal, P. (2013). Safety riding program and motorcycle-related injuries in Thailand. Accident Analysis & Prevention, 58, 115-121. doi:10.1016/j.aap.2013.05.001
- Wylie, G. R., Genova, H. M., Deluca, J., & Dobryakova, E. (2017). The relationship between outcome prediction and cognitive fatigue: A convergence of paradigms. Cognitive, Affective, & Behavioral Neuroscience, 17(4), 838-849. doi:10.3758/s13415-017-0515-y
- Yoshida, N., & Koyanagi, T. (2018). Empirical analysis of hazard perception and driving behaviors among high school and college students on motorcycles in Phnom Penh, Cambodia. International Association of Traffic and Safety Sciences (IATSS) Research, 42(4), 171-179. doi:10.1016/j.iatssr.2018.12.004
Journal directory listing - Volume 64 (2019) - Journal of Research in Education Sciences【64(3)】September (Special Issue: Creativity, STEAM and Maker Education)
Directory
(Special Issue) High School Students’ Continual Participation in Game Intentions: A Case Study of 3D Motorcycle Digital Gaming Learning
Author: Sheng-Yuan Chang (Department of Industrial Education, National Taiwan Normal University Taipei Municipal Nei-Hu Vocational High School), Shiun-Taung Jan (Department of Industrial Education, National Taiwan Normal University New Taipei Municipal New Taipei Industrial Vocational High School)
Vol.&No.：Vol. 64, No.3
Date：September 2019
Pages：31-53
DOI：10.6209/JORIES.201909_64(3).0002
Abstract：
The “3D Motorcycle” digital game is designed to regulate the rules of riding a motorcycle on the road for players to familiar with the rules of transportation by simulating their cognitive and affective perception to explore the effect of this design. After conducting “3D Motorcycle” game playing, a questionnaires were delivered. The relevance of cognitive failure and anxiety, learning value perception and continuance intention. The findings of this study indicated that cognitive failure was negatively related to learning value perception, but gameplay anxiety was positively related to; the perception of learning value was positively related to continuance intention to play this “3D Motorcycle” game. The implication of this study suggested that those educational institutes of transportation safety can apply this “3D Motorcycle” game to enhance the perception of transportation rules to reduce future use real motorcycle accidents.
Keywords：cognitive failure, continuance intention, gameplay anxiety, learning value