遊戲情境中思考風格對問題解決歷程的行為分析

Abstract

本研究是以電腦遊戲為情境，藉由對「行為」的分析找出「思考風格」是否影響「問題解決歷程」，僅而瞭解如何利用電腦遊戲培養學生「問題解決」的能力。 研究中採用機械反斗城為遊戲情境。機械反斗城共有六個關卡，關於階段歷程的研究是將機械反斗城TOPIC_1中的關鍵次目標設定為觀測點，藉由觀測點的設定，將遊戲中的問題解決歷程分為六個階段歷程，並以相關問題解決的理論及各階段歷程的特質來定義階段歷程的性質。 思考風格部分以Sternberg定義的行政、立法、司法三種功能型思考風格為研究變項。問題解決歷程中的差異則包含過關數量、過關時間、階段歷程時間、階段歷程動作行為（使用工具總次數、重要關鍵動作—剪斷繩子、發射火箭次數）為代表。 實驗結果發現，1.玩家的立法風格與TOPIC_1過關與否、TOPIC_1過關時間、過關數量都有顯著的關聯。2.玩家的歷程使用時間與歷程動作行為有顯著正相關。3.玩家的行政、立法、司法風格在偏向類比性的問題解決階段歷程中，與歷程使用時間、歷程動作行為皆無顯著關聯。4.玩家的行政風格在偏向規則性的問題解決階段歷程中，與歷程使用時間、歷程動作行為有顯著的關聯。5.玩家的立法風格在偏向頓悟性的問題解決階段歷程中，與歷程使用時間、歷程動作行為有顯著的關聯。6.玩家的司法風格在偏向評析性的問題解決階段歷程中，與歷程使用時間、歷程動作行為有顯著的關聯。

The study uses computer games as a playing situation. By analyzing the player's behavior, the researcher intends to find out whether thinking styles influence the problem solving process and hopes to use computer games to cultivate students' problem solving abilities. In the study, the researcher designs the machine city as the playing situation. The machine city offers players six posts. In the stage process study, the key sub-target of TOPIC_1 of the machine city is set as an observing point. By setting the observing point, the problem-solving process is divided into six stage processes. Each stage process is defined according to the problem-solving theory and the traits of each stage process. Thinking styles use the three functional styles defined by Sternberg- administrative, legislative, and judicial ones as the research variables. The difference in the problem-solving process depends on how many posts the player can pass, the amount of time consumed on each post, the time spent on each stage process as well as behavior performed in each stage process: the frequency of using tools, final key behavior including cutting ropes and the frequency of launching rockets. The results reveal the following findings. 1. The player's legislative style shows a significant link with whether the player can pass TOPIC_1, the amount of time spent on passing TOPIC_1 and how many posts the player can pass. 2. The player's behavior performed in each stage process shows a positive link with the time spent on each stage process. 3. The player's administrative, legislative and judicial styles toward the analogy in the problem-solving stage process show no great significance to the player's behavior performed and the time spent on each stage process. 4. The player's administrative style toward the regulation in the problem-solving stage process shows a significant link with the player's behavior performed and the time spent on each stage process. 5. The player's legislative style toward the insight in the problem-solving stage process shows a significant link with the player's behavior performed and the time spent on each stage process. The player's judicial style toward the analysis in the problem-solving process shows a significant link with the player's behavior performed and the time spent on each stage process.