玩興與心流經驗對自我調整的影響

Abstract

本研究旨在探討孩童不同玩興特質，展現於問題解決情境中所產生之心流經驗差異，並藉此瞭解玩興與心流經驗對自我調整之影響關係。本研究採實驗相關研究法，以130位小學四年級學童為研究樣本，以單機版電腦遊戲為實驗之問題解決情境，進行為期三週實驗活動，在經歷問題解決情境前孩童藉由觀察遊戲畫面、操作遊戲之工具熟悉情境環境，接著依序挑戰不同問題解決情境，過程中與過程後以線上量表分別測量孩童之心流經驗與自我調整等表現。 根據實驗結果分析發現：（1）學童玩興特質對其經歷問題解決情境中產生之心流經驗具有正向影響。（2）學童於不同問題解決情境中產生之心流歷程與活動後之心流整體狀態兩者間具有正向相關。（3）學童經歷情境初與經歷所有情境後，兩者產生自我調整之「自我觀察」、「自我判斷」、「自我反應」三構面均具有顯著差異。（4）孩童經歷情境初與經歷所有情境後，兩者產生自我調整之「自我觀察」對「自我判斷」、「自我判斷」對「自我反應」、「自我反應」對「自我觀察」均具有正向影響。（5）孩童玩興各構面與心流整體狀態各構面，對經歷所有情境後之自我調整各構面均具有正向影響。最後，本研究根據研究結果進行討論，並提出後續研究之相關建議。

The purpose of this study is to investigate the difference of the flow experience on different playfulness and displaying in the problem solving situation of elementary school students. An experimental and correlation research design is adopted in the study. The participants are the 130 of fourth grade elementary school students in Taiwan. The study was implemented with a computer game, entitled “Machine-Rus”, the experimental activities lasted within 3 weeks. The research process can devided into three stages, firstly, all the students are experienced problem solving situations including observed before the game frame. Secondly, students are operative of the tool to familiar with game environment. Thirdly, students are challenged the different probing soling situations with fourth levels. Web-based quantitative and qualitative data, including a survey on playfulness, flow experience and self-regulation are collected and analyzed. The major findings generally confirm the influence of self-regulation on playfulness and flow experience. The results are summarized below: First, the playfulness of the participants is found to generate the flow experience though the problem soling situations have positive effect. Second, a positive correlation between in the students' flow process and over-all flow state is observed after the different problem solving situations. Third, there was a significant difference in the self-regulation including “self-observation”, “self judgment” and “self-reaction” of students between pre and post situations. Forth, there was a positive effect in the self-observation to self judgment, self judgment to self-reaction, and self-reaction to self-observation of students between pre and post situations. Fifth, there were positive effect between each of subscale in playfulness and over-all flow states to each of subscale in self-regulation after all the problem solving situations. Finally, suggestions on how to enhance student's self-regulation and main factors are also provided in this study.