The Influence of Game Experience and Self-Regulation on Players’ Mechanics Concept
|關鍵字:||數位遊戲;自我調節;概念構圖;Digital Games;Self-regulation;Concept mapping|
Concept mapping is often used as a kind of pedagogy in game-based learning because concept mapping can help students to structure their abstract knowledge.Moreover, there are huge amount of knowledge elements in the games so a more structured approach is needed for effective learning. Therefore, the game-based learning designer can expect the games help the players to learn the concepts embedded in games in a more systematic way. Our observation shows that some players keep challenging the same game level repeatedly to correct or modify their strategies and get pleasure from it. Such process is similar to the self-regulated process of learning, in which the learners reach the condition of self-gratification by constantly adjusting their ways of learning. In this research, we take the game “Angry Bird” as an example. Each kind of birds in the game has its own special skills, and that may correspond to certain physics concepts. The target of this research is to utilize the plots of the game to reinforce the self-regulation ability of the individuals and express it through concept mapping. We divide a group of second-year students of a senior high school into three groups: the non-playing group, the group playing in original puzzle order, and the group playing in teacher-arranged order. The main purpose of the research is to use the analytical results of concept mapping to examine if the students’ varied level of self-regulation ability may reflect in their differences in terms of concept mapping sub-items, including both hierarchical and cross-link relationships. In addition, this research also examines whether playing the game or not may affect the prolonged memory of concept mapping. The following are five major findings from the outcome of the concept mapping analysis: (1) High and low self-regulation abilities show remarkable relevance in concept mapping. (2) People of high self-regulation put knowledge into a hierarchy; in contrast,people of low self-regulation learn segmented pieces of knowledge. (3) Different arrangements of puzzles are not remarkably related to the players’concept mapping. (4) By playing games, learners of either high or low self-regulation ability have prolonged memory in terms of concept mapping. (5) Once the hierarchical relationship in concept mapping has been established,it will not be easy to forget.