陳志洪Chen, Zhi-Hong侯邰嫺Hou, Tai-Hsien2023-12-082022-07-242023-12-082022https://etds.lib.ntnu.edu.tw/thesis/detail/7809025caf6a1fed18189a7dd1f15d57/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119802人能有效地自我監控、彈性調整自身的認知行為與採取行動，都是由大腦處 理後的結果，而意識控制思想、行動的心理過程被稱為-“「執行功能」”，它能夠幫助實現目標導向的思想和行為，有效提升生活品質，在學業或事業上都有所幫助。執行功能中的抑制、轉換更被認為是協助高階執行功能的重要基礎，因此若能有效提升執行功能中的抑制及轉換能力，將能協助我們做出良好的決策。過去研究發現執行功能能透過後天訓練提升，常見訓練方式有:(1)運動訓練:傳統上最常使用的訓練模式，以有氧運動為主 (2)認知訓練:透過特定認知測驗訓練大腦，其中數位化訓練效果優於非數位化訓練 (3)遊戲式訓練:透過遊戲訓練認知能力，其中基於認知理論設計的遊戲最為有效。過往訓練結束後，受測者受到許多限制，導致無動機繼續訓練，訓練停止後 成效也逐漸消退，而遊戲式訓練雖能提升使用者內在動機，但在情境設計上多為虛構式環境，難使受測者將訓練成效遷移至日常生活之中，因此，本研究希望透過遊戲式的趣味性、有效性、方便性，提升繼續遊玩的意願，再加入生活的情境， 加強情境化的延續性、帶入性，提升成效及遷移，故設計情境化數位遊戲提升抑制及轉換。為評估上述情境化數位遊戲對執行功能的影響，因此本研究探討以下三個研 究問題:(1)情境化數位遊戲是否能提升執行功能中的抑制能力;(2)情境化數位遊戲是否能提升執行功能中的轉換能力;(3)情境化數位遊戲對玩家遊戲體驗的影響。研究對象為北部大學學生 58 人，隨機分為實驗組及控制組，實驗組透過情境化數位遊戲進行訓練，控制組則透過認知工具進行訓練。實驗流程先進行執行功能前測，之後訓練系統介入三十分鐘，並同步使用眼動儀追蹤使用者遊戲中的眼動歷程，最後進行執行功能後測、ARCS 問卷及訪談。透過使用者先天執行功能能力(前測)及介入後的執行功能能力(後測)差異了解訓練工具對使用者的影響，再藉由 ARCS 問卷(注意力、相關性、信心、滿足)、訪談及眼動儀了解對玩家遊戲體驗的影響。研究結果顯示:(1)抑制能力在情境化數位遊戲訓練後有顯著提升;(2) 轉換能 力在情境化數位遊戲訓練後有顯著提升;(3)分析玩家遊戲體驗的影響後，研究結果發現:情境化數位遊戲較能吸引使用者的注意力，讓使用者產生傾向積極的態度 並有偏向能建立成功的自信心，且較能讓使用者產生持續遊玩的想法，眼動指標表示規則說明、計分區、遊戲區、規則提示、按鈕選項皆有顯著被使用，且計分 區和規則提示等更能影響使用者，使其強化訓練效果，情境化的主題也有幫助玩家投入的效果，而控制組則發現文字與影像規則說明能幫助使用者更清楚如何操作。People can effectively self-monitor, flexibly adjust their cognitive behaviors and take actions. All of these are processed by the brain, and the psychological process of consciously controlling thoughts and actions is called"Executive Function". As to achieve goal-oriented, thoughts and behaviors can effectively improve the quality of life and help in academic or career. Inhibition and shifting in executive functions are considered to be an important basis for assisting higher-order executive functions. Therefore, if we can effectively improve the ability of inhibition and shifting in executive functions, it will help us make good decisions. Prior research has found that executive function can be improved through acquired training. Common training methods include: (1) Exercise training: the most commonly used training mode traditionally, mainly aerobic exercise (2) Cognitive training: training the brain through specific cognitive tests. Among them, the effect of digital training is better than that of non-digital training. (3) Game-based training: training cognitive ability through games, among which games based on cognitive theory are the most effective.In the past, the subjects face many restrictions after training, resulting in a lack of motivation to continue the training, so the effectiveness of training gradually fade after the trainingwas stopped. Although game-based training can improve the user's intrinsic motivation, the situation is mostly in a fictional environment, which is difficult to transfer into real life. To enable the subjects to transfer the training effect to their daily life, this study aimed to enhance the willingness to continue playing through the fun, effectiveness, and convenience of the game, and add the context of everyday life to strengthen the continuity of situation, immersion, improving effectiveness and migration. Therefore, this study designed a situationaldigital game to improve inhibition and shifting.In order to evaluate the impact of the situational digital games on executive function mentioned above, this study explores the following three research questions: (1) Does the situational digital games improve the inhibitory ability (2) Does the situational digital games improve the ability of shifting (3) What are the influences of situational digital games design on players' gaming experience. The research subjects were 58 college students from northern Taiwan, who were randomly divided into the experimental group and the control group. The experimental group was trained through situational digital games, and the control group was trained through cognitive training tools. The experimental process first conduct a pre-test of executive function, and the training system was involved for 30 minutes, which the eye tracker was used to track the user's eye movement in the game. Finally, the post-test of executive function, ARCS questionnaire, and an interview was conducted. To reveal the impact of the digital game, the users’ innate executive function ability (pre-test), post-intervention executive function ability (post-test), ARCS questionnaire (attention, relevance, confidence, satisfaction), interview, and eye tracking data are collected.The results of the study show that: (1) the inhibition ability is significantly improved after the situational digital games training ; (2) the shifting ability is significantly improved after the situational digital games training ; (3) after analyzing the impact of players' gaming experience, the results revealed that: situational digital games can attract users' attention, keep users a positive attitude, develop self-confidence, and make users have the idea of ''continue to play” than before. Eye movement indicators indicate rule descriptions, scoring areas, game areas, rule prompts, and button options are all significantly used. Besides, the scoring zones and rule prompts can affect users and enhance training effects. To sum up, the situational themes assist players to engage in the game, while the control group found that texts and the video rules description can help users understand how to operate the whole process more clearly.執行功能數位遊戲情境化executive functionsdigital gamessituationaletd