| Summary: | 碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 100 === The objective of this research is to develop an original e-learning game named “Heroic Crudity” containing local historical geographic knowledges of Southern Taiwan in accordance with the development and conceptual model of integrated “Atmosphere”, “Contents” and “Goals” for the Historical Geography Game Architecture. The architecture is designed based on a collection of game theories, including game mechanics, GNS Premises theory, and five core elements of game design et al. In order to satisfy the research hypothesis that the three basic levels of needs must be met before an immersive gameplay experience can be created, owned and maintained. The ideal gameplay experience for “Heroic Crudity” is expected to developed by cultivating an atmosphere appropriate to the game, embedding learning contents in adventure puzzles through learning theories, setting measurable goals consisting of internal values and achievements.
The initial research’s participants are 11 adult learners between the ages of 20 and 30. The first step of the experiment is to investigate their background experiences with digital games and GNS premises using a 6-point analytic rating scale and analyze the collect data using the latest version of SPSS. And a pre-test and post-test are done before and after the game to measure learning outcomes. The analysis and discussion results of the connection between learning effectiveness and game achievements among players with different GNS Premises are supported by participant observations and in-depth interviews. The research results show that the e-learning game “Heroic Crudity” is able to improve learners’ learning effectiveness and learning motivation, and players’ GNS premises are proved to have significant affections for game achievements and game experiences. Ways forward for future researchs are to evaluate the long-term knowledge retention, learning efficiency, players'' behaviors, and the eventual development of online communities from e-learning games under the same design framework, and else. This research is expected to become important reference resources for studies of promoting recursive self-learning processes through integrating game design principles into instructional design for e-learning.
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