王雅鈴Wang, Ya-Ling黃盈琇Huang, Ying-Hsiou2023-12-082027-09-222023-12-082022https://etds.lib.ntnu.edu.tw/thesis/detail/904726a2ef77ed9308bb86bfc927e376/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119721數位遊戲概念包含數位遊戲中的「遊戲經驗」、「遊戲認知」與「遊戲態度」三個層面之概念，藉由訪談能了解高齡者之數位遊戲概念，但大多高齡者的數位遊戲概念較為薄弱（Glass& Li, 2010）；而在Rice等人（2012）的研究提及，遊戲概念可以在多世代之間被理解，隨著遊戲時間拉長，可能改變兩世代的對遊戲的認知理解。因此研究者亦希望藉由代間互動的遊戲經驗，以另一個視角觀察年輕人與高齡者在代間數位遊戲互動後，兩代人數位遊戲概念之變化。本研究希望達到以下研究目的：1.透過半結構訪談，了解高齡者的「數位遊戲概念」。2. 了解在進行代間數位遊戲前，青銀世代的「數位遊戲概念」為何。3. 了解在進行代間數位遊戲後，青銀世代對「數位遊戲概念」之差異。本研究包含兩個研究，研究一為訪談研究，運用半結構式深度訪談，訪談對象選取銀髮世代19名，訪談目的為了解銀髮世代在「數位遊戲經驗」、「數位遊戲認知」以及「數位遊戲態度」上之了解情形，並將此三項度進行編碼，各類答案主要分為一至三種類別，再依照每個類別進行分類，例如，數位遊戲經驗可分為：「接觸原因」、「不接觸原因」與「感興趣遊戲類型」；研究二為數位遊戲概念聯想研究，運用認知詞類分析，於課程開始的前後進行測量，測量對象為參加數位遊戲營對之青銀世代課程成員，施測對象共有16位，測量的問卷內容以了解成員們的數位遊戲概念為目的，數位遊戲概念包含「數位遊戲認知」與「數位遊戲態度」，此兩項度亦進行編碼，例如，數位遊戲認知可分為：「遊戲功能」、「遊戲知覺」與「遊戲機制」。本研究之分析方法為內容分析法，首先將受試者填寫的答案中,內容相近者編為一類，形成自然的類別，之後再進一步將各類別再次進行比較與歸納，將屬性相近的資料加以整理分析，藉此呈現出研究成果。研究一結果發現(1)高齡者較偏好遊玩虛擬遊戲(2)曾接觸遊戲的高齡者將遊戲視為娛樂工具(3)不曾接觸遊戲的高齡者將遊戲視為實用工具；研究二結果發現(1)年輕人與高齡者皆偏好遊玩虛擬遊戲(2)年輕人與高齡者皆將遊戲視為娛樂工具(3)年輕人與高齡者在經由代間數位遊戲課程後，遊戲態度皆有正面提升。最後，闡述研究限制並對未來相關研究提出建議。Abstract The concept of digital games includes the three aspects of "game experience," "game cognition," and "game attitude." Through interviews, we can understand the concept of digital games among older adults, but most older adults have relatively weak concepts of digital games. (Glass & Li, 2010). The study by Rice et al. (2012) mentioned that the concept of games can be understood between multiple generations, and as the game time lengthens, it may change the cognitive understanding of games between the two generations. Therefore, the researchers also hope to observe the changes in the concept of digital games between the two generations after the interaction of digital games.This study hoped to achieve the following research objectives: 1. Understanding the"digital game concept" of older adults through semi-structured interviews. 2. Understanding the "digital game concept" of the two generations before the intergenerational digital game. 3. Understanding the differences in the "digital game concept" of the two generations after the intergenerational digital game. This research comprised two studies. Study one was an interview study, using semi-structured in-depth interviews. The interview subjects were 19 older adults aged over 55. The purpose ofthe interview was to understand their experience of"digital game experience," "digital game cognition," and "digital game attitude.” Then the researcher coded the answers with these three dimension. Each type of answer was mainly divided into one to three categories, and then the researcher classified the codes according to each category. For example, digital game experience can be divided into: "reason for contacting, " " reasons for not contacting, " and “types of games of interest.” The second study was a conceptual association study of digital games, using cognitive part-of-speech analysis to discover the differences in digital concepts in pre-and post-tests. There was an intergenerational course between the tests. There were 16 subjects in total. The digital game concept includes"digital game cognition" and "digital game attitude." For example, digital game cognition can be divided into: "game function," "game perception," and "game mechanism." The analysis method of this study is the content analysis method. First, among the answers filled in by the subjects, those with similar content were grouped into one category to form a natural category, and then each category was further compared and summarized again, and the data with similar attributes were added to organize analysis and present research results. The results of the first study were that (1) the older adults preferred to play virtual games to physical games, (2) the older adults who hade been exposed to games regarded them as an entertainment tool, (3) the older adults who hade not been exposed to games regarded them as a practical tool. The results of the second study were that (1) both the young and the older adults preferred to play virtual games to physical games, (2) both the young and the older adults regarded games as an entertainment tool, (3) both the young and the older adults hade positive improvement in their attitudes after taking the intergenerational digital game course. Finally, research limitations and recommendations for future related research are presented.Keywords: digital game concept, intergenerational learning, game experience, game cognition, game attitude, content analysis數位遊戲概念代間共學遊戲經驗遊戲認知遊戲態度內容分析digital game conceptintergenerational learninggame experiencegame cognitiongame attitudecontent analysisetd