遊戲式數位學習社群成員之需求分析

Abstract

遊戲式學習提供多樣化且活潑的學習機制，來幫助學習者獲得成功並豐富感受與樂趣。本研究先分析遊戲式學習應具備之要素，並歸納為個人化服務、互動、個人獨特性等三類學習需求，再透過問卷調查探討不同數位學習態度(高、中、低)之數位學習社群成員，對於遊戲式學習服務需求之看法。 研究結果顯示，(1)不論數位學習社群成員的數位學習態度高低，各學習態度群均對個人化服務有最高的需求；(2)遊戲式學習社群成員在「個人化服務需求」方面，高數位學習態度群之需求高於中、低數位學習態度群，且中學習態度群之需求也高於低學習態度群；(3)在「互動功能需求」及「個人獨特性需求」上，高數位學習態度群之需求高於中、低數位學習態度群，但中、低數位學習態度群間則無顯著差異。因此，本研究建議數位學習網站應提供所屬成員個人化服務功能，其內容包含：(1)引導學習目標；(2)提供合適課程；(3)學員作品交流；(4)免費學習軟體；(5)提供最新課程；(6)行事曆。此外，亦可提供適切的互動功能(如：討論與交流、互相推薦課程)、個人獨特性功能(如：虛擬禮物、展示功能)以滿足高數位學習態度成員之需求。Gamed-based learning can help learners acquire successful learning experiences and rich and amuse their senses by supporting various, lively learning methods. Therefore, gamed-based learning promotes positive learning attitudes in the learners. This study not only suggested three learning needs, including individualized service, interaction, and personal uniqueness, but also investgated the difference among attitude groups, including high, medium and low attitude groups, by means of self-reported questionnaires. The results showed that (a) regardless of high, medium or low level of attitude, members of e-learning community considered the individualized service as the most important need, (b) for the individualized service, the high attitude group revealed higher need than the medium group and the medium group was higher than the low attitude group, and (c) the high attitude group revealed the hightest needs on functions for interaction and personal uniqueness, but there was no significant difference between the low group and the medium group. Finally, this study suggested that an e-learning community should provide members with individualizd services such as (a) learning goal guidance, (b) suitable courses and contents, (c) showcases and experience exchange among members, (d) free learning software, (e) providing new courswares, and (f) personalized calendar. Moreover, an e-learning community should also provide functions for interaction and personal uniqueness for the high attitude members.