數位遊戲中鷹架輔助對策略發展及遊戲行為的影響

Abstract

本研究旨在利用數位系統的運算力及即時性，做為玩家遊戲時的鷹架輔助，探討不同鷹架輔助對於策略發展以及遊戲行為的影響。本研究所選用的數位系統為「數獨教授」遊戲，該遊戲具有多種不同鷹架輔助，將其鷹架依照Wood、Bruner及Ross的分類，有「關鍵特徵」、「控制挫折」與「提供示範」三種類型鷹架，而其鷹架輔助可使玩家在碰到困難時可得到輔助，避免玩家遭受過多的挫折，藉以提高玩家的興趣與動機。

本研究先以十二位玩家做前導性研究，在前導性研究中影片分析發現玩家策略。在正式研究時先以無鷹架輔助的數獨教授找出90位具有相似策略與解題行為的玩家。接著將90人平均分配成3組，進行不同種類的鷹架輔助下的數獨教授遊戲，再找出鷹架輔助下代表該玩家的策略與解題行為，與原本無輔助鷹架的策略與解題行為加以比較，並將玩家在不同種類鷹架下的遊戲行為予以次數紀錄。

本研究主要的發現如下： 一、鷹架輔助可降低玩家每關答案全部清除次數、自我作答次數。 二、控制挫折鷹架能降低玩家每關卡關次數與使用關鍵特徵工具的次數。 三、關鍵特徵和控制挫折鷹架會造成玩家鷹架依賴，剝奪玩家的學習機會。 四、關鍵特徵和提供示範鷹架雖會造成玩家鷹架依賴，但玩家在解題行為有正面學習成長的表現。

We use digital assistant tools associated with games as scaffolding for both gaming and learning, and analyze how different scaffolds affect players’ strategy development and gaming behavior. The digital game system employed in this research is “Professor Sudoku”, which provides varied kinds of scaffolding. According to Wood, Bruner and Ross , there are three different kinds of scaffolding, they are “marking critical features”, “frustration control” and “demonstration”. Because of these scaffolds, players can get assistance when they get stuck so as to avoid frustration, and promote their interest and motivation.

Twelve fifth grade players participated in our pilot study for identifying basic strategies. Based on that, in the formal experiment, 90 players with similar strategies and game-solving behavior were selected. They were divided into three groups and played Professor Sudoku with different scaffolding. We compared their strategies and game-solving behavior under different conditions.

Our primary findings are as follows: (1) The times for answer whole-clearing and self-answering per round in both scaffolding group are significantly less than that in non-scaffold group. (2) Scaffolding of frustration control reduces both the times used for scaffolding of marking critical features and the times of all-were-filled situation. (3) Scaffolds for marking critical features and frustration control influence players’ dependence upon scaffolding, and possibly deprive the players’ chance of learning. (4)Scaffolds for marking critical features and demonstration influence player’s dependence upon scaffolding, but they demonstrate positive learning effect in problem-solving behavior.

Keywords: digital games, scaffold, strategy, game behavior