線上角色扮演遊戲中任務類型與遊戲動機對玩家知識形成之研究

Abstract

本研究以探討線上角色扮演遊戲之任務設計為主，藉以分析遊戲動機對於玩家在不同遊戲任務類型中形成知識的影響；本研究採用實驗法，自變項包括「遊戲任務類型」〈賞金收集型任務╱快遞型任務〉與「遊戲動機」〈征服類動機╱社交類動機╱沉浸類動機〉，依變項包含陳述性知識與程序性知識，共有64位受測者完成實驗。 研究結果發現，相較於征服類動機與社交類動機，沉浸類動機對於任務所形成的陳述性知識與程序性知識方面具有顯著的影響性，實驗結果發現，當玩家的沉浸類動機較高時，會需要較多的陳述性知識與程序性知識；另外，社交類動機與沉浸類動機會對玩家所形成的陳述性知識產生交互作用影響，有趣的是，當玩家社交類動機低而沉浸類動機高時，其陳述性知識的表現會明顯優於社交類動機高、沉浸類動機也高的玩家。 另外本研究發現，當任務設計要求玩家探索新遊戲空間與新遊戲資源時，玩家容易在遊玩過程中產生解決當前探索遊戲情境問題的程序性知識，且經由尋找特定物品或特定角色的過程，玩家對於該物品〈角色、地點〉的相關陳述性知識也會不斷被強化。

The study explores the design of quests and different players’ gaming motivations to affect knowledge acquisitions in the online role-playing game environment. Between-subject factorial analyses were used to analyze the study results. An experiment was conducted to collect data. 64 subjects were recruited according to their experiences of online role-playing games. The results showed that “immersion motivation” had the most significant influence on knowledge acquisitions. With higher “immersion motivation”, players appeared to acquire higher declarative knowledge and higher procedural knowledge. Meanwhile, interactions between “immersion motivation” and “social motivation” decisively affected players’ declarative knowledge. Interestingly, players with low “social motivation” and high “immersion motivation” hold better declarative knowledge than players with high “social motivation” and high “immersion motivation”. In addition, the study results indicated when a quest required players to explore new game spaces and game resources, players could easily form the procedural knowledge through the process of problem solving. In turn, their procedural knowledge became the base to continually strengthen and reinforce their declarative knowledge.