教師線上遊戲經驗在教師玩興、對學生遊戲動機、情緒、學習成長認知與師生關係之差異研究

Abstract

本研究主要以國中小至高中職的教師為對象，旨在探討教師線上遊戲經驗與個人背景因素在個人玩興、線上遊戲相關的師生關係、教師對學生玩線上遊戲的動機、以及學生獲致的情緒與學習成長之差異。本研究共蒐集723份有效問卷，使用驗證性因素分析來檢驗所使用之工具，包含「教師玩興量表」、「教師看待學生之線上遊戲動機量表」、「教師看待學生之線上遊戲正向情緒量表」、「教師看待學生之線上遊戲負向情緒量表」、「教師看待學生之線上遊戲學習量表」以及「線上遊戲相關之師生關係量表」，並以t檢定與單因子變異數分析等方式來教師個人因素與不同遊戲經驗在以上議題之差異，最後並依據研究發現提出相關建議提供未來研究之參考。研究發現如下： 一、不同線上遊戲經驗的教師在其個人玩興高低方面，「有點經驗組」的教師在「樂於嘗新、獲取滿足」構面上高於「幾乎沒有組」的教師。 二、不同線上遊戲經驗的教師在看待學生的遊戲動機方面，「非玩家教師」在「角色扮演」與「操控」等學生遊戲動機上高於與「玩家教師」。 三、不同線上遊戲經驗的教師在看待學生的正、負向遊戲情緒，皆無顯著差異。 四、不同線上遊戲經驗的教師在看待學生的遊戲學習方面，「頗有經驗組」教師在「人際社交」因素高於「從未玩過組」、「幾乎沒有組」及「有點經驗組」等教師。 五、不同線上遊戲經驗的教師在線上遊戲相關的師生關係方面，「玩家教師」比「非玩家教師」，「有點經驗」、「頗有經驗」與「極有經驗」的教師比「從未玩過」的教師，「頗有經驗」與「極有經驗」的教師比「有點經驗」和「幾乎沒玩過」的教師，與學生玩家之間的關係較好。 六、教師個人背景因素，在其看待學生的負向遊戲情緒，成就感、逃避現實等遊戲動機，滿足成就、人際社交、組織管理與創意等遊戲學習，以及線上遊戲相關的師生關係等議題時，有顯著差異，但在其看待學生的正向遊戲情緒與教師玩興，無顯著差異。

本研究針對上述發現，進行討論，並提出未來研究建議。

The main purpose of this study was to explore if there were differences among the teachers’ playfulness, their perceptions of the students’ online gaming motivation, emotion, learning, and the teacher-student game-related relationship owing to teachers’ own experiences in online games. The participants were 723 teachers from the elementary schools, junior high schools, and senior (vocational) high schools in all areas of Taiwan. The surveys used in this study included the Inventory of Teacher Playfulness, the Inventory of Students’ Online Gaming Motivation, the Inventory of Students’ Online Gaming Positive and Negative Emotion, the Inventory of Students’ Online Gaming Learning, and the Inventory of Teacher-Student Game-related Relationship. The applied analysis methods were confirmatory factor analysis, t-test and one-way ANOVA. The main findings of this study were as follow: 1.In the dimension of “enjoyment of trying and satisfaction obtaining” among the teachers’ playfulness, teachers who have some online gaming experience were higher than those teachers who have little gaming experiences. 2.In the perceptions of students’ motivation in “role-playing” and “manipulation” among the students’ gaming motivation, non-player-teachers were higher than player-teachers 3.The teachers’ with different online gaming experiences showed no significant difference in the students’ gaming emotion, neither in a positive nor in a negative way. 4.In terms of students’ game-related learning, teachers with ordinary gaming experiences were higher in their perceptions of social relationship dimension than teachers without gaming experiences, teachers with little gaming experiences, and teachers with some gaming experiences 5.In terms of the online gaming relationship between teachers and students, player teachers was better than non-player teachers. Teachers with some gaming experiences, teachers with ordinary gaming experiences, and teachers with lots of gaming experiences were better than teachers without gaming experiences. Teachers with ordinary gaming experiences, and teachers with lots of gaming experiences were also better than teachers with some gaming experiences and teachers with little gaming experiences. 6.In terms of teachers’ demographic variables, there existed significant differences in the students’ negative gaming emotion, achievement and escapism of the students’ gaming motivation, satisfaction, social relationship, and organization management and creation of the students’ gaming learning, and the online gaming relationship between teachers and students. However, there’s no significant difference in teachers’ playfulness and the students’ positive gaming emotion. This study discussed the results based on above statistical findings, and proposed some suggestions for teachers and for future studies.