Exploring online game players' flow experiences and positive affect

 探索線上遊戲玩家的心流體驗與正向情緒

摘要

The authors conducted two studies to explore online game players' flow experiences and positive affect. Our findings indicated that online game are capable of evoking flow experiences and positive affect, and games of violent or nonviolent type may not arouse players' aggression. The players could be placed into four flow conditions: Flow, boredom, anxiety, and apathy, as determined by level of perceived challenges and skills. The majority of players entered the flow condition when playing violent or non-violent online game. The path analysis results suggested that violent online games may have a significant but indirect effect on positive affect via flow experience mediation. 

作者關鍵字

Aggression; Flow; Non-violent online game; Online game play; Violent online game

項目	內容摘要	翻譯
研究目的	To examine the effects of violent and nonviolent online games on players’ flow experiences and positive affect, while investigating if such games induce aggression.	探討暴力與非暴力線上遊戲對玩家心流體驗與正向情緒的影響，並調查此類遊戲是否引發攻擊性行為。
研究問題	1. Do violent and nonviolent online games trigger different levels of flow experiences and positive affect?2. Do violent games increase aggression in players?	1. 暴力與非暴力線上遊戲是否引發不同程度的心流體驗與正向情緒？2. 暴力遊戲是否會增加玩家的攻擊性？
研究方法	- Study 1: 30 college students, experiment with pretest-posttest design, violent (GTA) and nonviolent (Mario Racing) games.- Study 2: 337 college students surveyed for flow and positive affect.	- 研究1：30名大學生，使用前後測實驗設計，遊戲為暴力（GTA）與非暴力（Mario賽車）。- 研究2：對337名大學生進行調查，測量心流與正向情緒。
主要結果	1. Nonviolent games triggered higher flow experiences and positive affect compared to violent games.2. Neither game type increased aggression.	1. 非暴力遊戲比暴力遊戲引發更高的心流體驗與正向情緒。2. 兩種遊戲類型都未增加攻擊性。
研究限制	- Small sample size in Study 1.- Limited focus on college students.- Gender imbalance in Study 1 (majority female).	- 研究1樣本量較小。- 僅聚焦於大學生。- 研究1性別比例失衡（女性居多）。
未來研究方向	1. Explore the effects of violent and nonviolent games on younger populations.2. Investigate long-term impacts of flow experiences.3. Develop more balanced gender samples.	1. 探討暴力與非暴力遊戲對年輕群體的影響。2. 調查心流體驗的長期影響。3. 開發更性別平衡的樣本。

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Chiang, Y.-T., Lin, S. S. J., Cheng, C.-Y., & Liu, E. Z.-F. (2003). Exploring online game players' flow experiences and positive affect. Turkish Online Journal of Educational Technology, 2(1), 78–84. Retrieved from https://www.researchgate.net/publication/232716614_Exploring_online_game_players'_flow_experiences_and_positive_affect

The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning – A Case of "Conveyance Go"

 遊戲式學習對科學學習成效的影響——以《運輸工具GO》為例

摘要

Abstract Many previous studies have demonstrated that learning motivation and efficiency can be enhanced through educational games, and the recent introduction of enriched gaming elements has made such games increasingly popular. The main purpose of this study was to help elementary school student learn science-related concepts by participating in an educational card game, named Conveyance Go. We then investigated the perceptions of students regarding the integration of the game into science learning as well as the educational benefits of the game with regard to learning performance. A one-group pretestposttest design was used with eighteen 5th grade students from a single elementary school in northern Taiwan. The students demonstrated positive attitudes toward the use of the educational card game in science learning. Our results also demonstrate the effectiveness of the proposed education card game in improving the students’ scientific knowledge of transport and energy.

作者關鍵字

game-based learning; educational card game; science learning; game design

項目	內容摘要	翻譯
研究目的	To investigate the effects of an educational card game, "Conveyance Go," on elementary school students' learning performance and attitudes in science learning.	探討教育卡牌遊戲《運輸工具GO》對小學生科學學習成效與態度的影響。
研究問題	1. How does the card game influence students’ scientific knowledge acquisition?2. Does the game improve students' attitudes and motivation toward learning science?	1. 卡牌遊戲如何影響學生的科學知識習得？2. 此遊戲是否提升學生對學習科學的態度與動機？
研究方法	- Participants: 18 elementary students (grades 3-6) in Taiwan.- Design: One-group pretest-posttest design.- Tools: Pretest, posttest, and satisfaction questionnaire.	- 參與者：18名台灣小學生（三至六年級）。- 設計：單組前後測設計。- 工具：前測、後測及滿意度問卷。
主要結果	1. Posttest scores (M=92.13, SD=8.80) were significantly higher than pretest scores (M=83.33, SD=11.43; t=-3.32, p<0.01).2. Students expressed high satisfaction with the game.	1. 後測得分（M=92.13, SD=8.80）顯著高於前測得分（M=83.33, SD=11.43; t=-3.32, p<0.01）。2. 學生對遊戲表達高度滿意。
研究限制	- Small sample size.- Limited to a single science topic: transport and energy.- Short experimental duration (120 minutes).	- 樣本數量少。- 僅限於單一科學主題：運輸與能源。- 實驗時間較短（120分鐘）。
未來研究方向	1. Expand to other science topics and grade levels.2. Investigate long-term effects of game-based learning.3. Examine group dynamics and student-student interactions.	1. 擴展至其他科學主題與年級。2. 探討遊戲式學習的長期效果。3. 檢視小組動態與學生之間的互動影響。

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Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students’ learning performance in science learning – A case of "Conveyance Go." Procedia - Social and Behavioral Sciences, 103, 1044–1051. https://doi.org/10.1016/j.sbspro.2013.10.430

Developing and validating a media literacy self-evaluation scale (MLSS) for elementary school students

 開發並驗證適用於小學生的媒體素養自我評估量表

摘要

The arrival of new media technology has the potential to radically change education. It has become important for both academics and practitioners to understand the behavioural intentions of students towards media technology. Many scales have been developed to measure the attitudes of secondary students towards the usage of media technology. However, few scales have been developed to assess media literacy in primary school students. To develop a validated scale for the media literacy of elementary school students, the Media Literacy Selfassessment Scale (MLSS) was adopted and modified in this study and then validated using a sample (N=594) of students from Taiwan. The MLSS is a two-factor scale that measures learning with media (LWM) and media communication & ethics (MCE); these components have been proposed to constitute the multidimensional constructs. A confirmatory factor analysis was performed on a proposed nine-item model of the MLSS, and it was found the model provides a good fit. Gender and grade comparisons of the results are discussed. Educational implications and suggestions for future research are also provided. 

作者關鍵字

Confirmatory Factor Analysis; Media Literacy Self-assessment Scale (MLSS); Scale Validation; Taiwanese Elementary School Students

項目	內容摘要	翻譯
研究目的	To develop and validate the Media Literacy Self-Evaluation Scale (MLSS) to measure the media literacy of Taiwanese elementary school students.	開發並驗證媒體素養自我評估量表（MLSS），以測量台灣小學生的媒體素養能力。
研究問題	1. What are the key components of media literacy for elementary school students?2. Is the MLSS a valid and reliable tool for assessing media literacy?	1. 小學生媒體素養的核心構成是什麼？2. MLSS是否為一個有效且可靠的媒體素養評估工具？
研究方法	- Participants: 594 elementary school students in Taiwan (grades 5 and 6).- Tools: MLSS with two factors: Learning with Media (LWM) and Media Communication & Ethics (MCE).- Analysis: Exploratory and confirmatory factor analysis (EFA, CFA).	- 參與者：594名台灣小學生（五、六年級）。- 工具：包含兩個因素的MLSS：媒體學習（LWM）及媒體交流與倫理（MCE）。- 分析方法：探索性及驗證性因素分析（EFA、CFA）。
主要結果	1. The MLSS identified two factors: Learning with Media (49.34% variance) and Media Communication & Ethics (8.27% variance).2. The scale demonstrated high reliability (Cronbach's α = 0.9).3. Female students scored higher than males on both subscales.	1. MLSS確定了兩個因素：媒體學習（解釋49.34%變異）與媒體交流與倫理（解釋8.27%變異）。2. 量表顯示出高可靠性（Cronbach's α = 0.9）。3. 女生在兩個分量表的得分均高於男生。
研究限制	- Focused on Taiwanese elementary school students.- Short age range (12-13 years old).- Sampling bias due to voluntary participation.	- 僅聚焦於台灣小學生。- 年齡範圍有限（12至13歲）。- 因志願參與可能存在抽樣偏差。
未來研究方向	1. Validate the MLSS in diverse cultural and educational contexts.2. Expand the study to include younger or older students.3. Explore the use of MLSS to measure media literacy changes over time.	1. 在不同文化及教育背景中驗證MLSS的有效性。2. 擴展研究範圍至年齡較小或較大的學生群體。3. 探討使用MLSS測量媒體素養隨時間變化的可能性。

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Chang, C.-S., Liu, E. Z.-F., Lee, C.-Y., Chen, N.-S., Hu, D.-C., & Lin, C.-H. (2011). Developing and validating a media literacy self-evaluation scale (MLSS) for elementary school students. Turkish Online Journal of Educational Technology, 10(2), 63–71. Retrieved from https://www.researchgate.net/publication/232716607_Developing_and_validating_a_media_literacy_self-evaluation_scale_MLSS_for_elementary_school_students

Avoiding internet addiction when integrating digital games into teaching

 在將數位遊戲融入教學時有效預防網路成癮

摘要

The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments. 

作者關鍵字

Addiction; Digital game; Flow; Instructional design; Internet; Learning

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study aims to integrate flow theory and instructional design to incorporate digital games into teaching, addressing the risk of Internet addiction while enhancing learning engagement.	本研究旨在結合心流理論與教學設計，將數位遊戲融入教學，既解決網路成癮的風險，又提升學習的投入感。
研究方法	The study utilized a literature review and instructional principles derived from flow theory to propose a framework for integrating digital games into teaching.	本研究運用文獻回顧，結合心流理論提煉出教學原則，提出數位遊戲融入教學的框架。
主要結果	Seven principles for integrating digital games into teaching were proposed:1. Analyze learners: Understand learners’ backgrounds and IT skills.2. Set clear teaching objectives: Define objectives and select appropriate gaming materials.3. Design teaching instructions: Tailor teaching to align with game content and objectives.4. Prioritize teaching: Use games as supplementary tools to support learning.5. Leverage game characteristics: Utilize game features to maintain engagement.6. Place students at the center: Promote active participation and creative thinking.7. Assess and improve: Regularly evaluate learning outcomes and refine teaching strategies.	提出數位遊戲融入教學的七項原則：1. 分析學習者：了解學習者背景與資訊技能。2. 設定清晰教學目標：定義目標並選擇合適的遊戲素材。3. 設計教學指引：根據遊戲內容與目標調整教學設計。4. 優先考量教學：將遊戲作為輔助工具支持學習。5. 善用遊戲特性：運用遊戲特色維持學習投入。6. 以學生為中心：促進主動參與與創意思維。7. 評估與改進：定期評估學習成果並改進教學策略。
討論與建議	Teachers should balance the use of games as teaching tools, ensuring they remain supplementary rather than central, and design tasks that maintain student motivation without inducing addiction.	教師應平衡遊戲作為教學工具的使用，確保其作為輔助工具而非核心，並設計能維持學生動機而不導致成癮的任務。
未來研究方向	1. Investigate the long-term educational impacts of game-based learning.2. Explore strategies to balance flow experience with addiction prevention.3. Study the adaptability of these principles across different subjects.	1. 探討遊戲化學習的長期教育影響。2. 探索平衡心流體驗與防止成癮的策略。3. 研究這些原則在不同學科中的適應性。

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Liu, E. Z. F. (2011). Avoiding internet addiction when integrating digital games into teaching. Social Behavior and Personality: An International Journal, 39(10), 1325–1336. https://doi.org/10.2224/sbp.2011.39.10.1325

Student satisfaction and self-efficacy in a cooperative robotics course

 在合作式機器人課程中的學生滿意度與自我效能感

摘要

In this study, LEGO robotics and cooperative learning were integrated into the design of a course. In the course, preservice teachers had to complete their assignments by cooperating, solving problems, and conducting team discussions. After the course, questionnaires were used to understand the advantages and disadvantages of the design of the robotics course, student satisfaction with the course, and changes of the preservice teachers' confidence in learning LEGO robotics. The satisfaction questionnaire covered three dimensions: teaching environment, teaching content, and teaching method. Results showed that by the end of the semester, students' satisfaction with the cooperative robotics course had improved. Furthermore, the results showed positive effects on preservice teachers' perceived selfefficacy when learning LEGO robotics. © Society for Personality Research (Inc.).

作者關鍵字

Cooperative learning; Preservice teacher; Robotics; Satisfaction; Self-efficacy

項目	摘要（英文）	摘要（翻譯）
研究背景與目的	This study integrated LEGO robotics and cooperative learning in a course for preservice teachers to enhance satisfaction and self-efficacy.	本研究將 LEGO 機器人和合作學習融入課程，旨在提高準教師的課程滿意度和自我效能感。
研究方法	Participants: 6 female preservice teachers. Tools: Satisfaction questionnaire (26 items), self-efficacy scale (6-point Likert). Procedure: 18 weeks of LEGO robotics course, including team-based activities, journaling, and evaluations.	參與者：6名女性師培生。工具：滿意度問卷（26項目）和自我效能量表（6分制）。程序：18週 LEGO 機器人課程，包含小組活動、日誌撰寫與評估。
研究結果	1. Satisfaction improved in teaching environment, content, and methods. 2. Self-efficacy in robotics increased for most participants, especially in programming and task execution.	1. 教學環境、內容和方法的滿意度提升。2. 參與者的機器人操作自我效能提高，尤其是在編程與任務執行方面。
研究貢獻	1. Demonstrated benefits of cooperative learning in robotics education. 2. Highlighted importance of team collaboration for skill development.	1. 證實了合作學習在機器人教育中的益處。2. 突出了團隊合作在技能發展中的重要性。
限制	Small sample size (6 participants); results may not be generalizable.	樣本規模小（6名參與者），結果可能無法普及。
未來研究方向	1. Increase sample size to validate findings. 2. Explore effects of gender diversity in robotics education. 3. Investigate long-term impacts of LEGO robotics training on teaching practices.	1. 擴大樣本規模以驗證研究結果。2. 探索性別多樣性對機器人教育的影響。3. 調查 LEGO 機器人訓練對教學實踐的長期影響。

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Liu, E. Z. F., Lin, C. H., & Chang, C. S. (2010). Student satisfaction and self-efficacy in a cooperative robotics course. Social Behavior and Personality: An International Journal, 38(8), 1135–1146. https://doi.org/10.2224/sbp.2010.38.8.1135

THE SURVEY STUDY OF MATHEMATICS MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MMSLQ) FOR GRADE 10–12 TAIWANESE STUDENTS

 台灣高一至高三學生數學學習動機與策略問卷調查研究

摘要

This study draws attention in understanding senior high and vocational school students' mathematics learning motivation and strategies. While Taiwan students have good mathematics performance in international competition but they have low confidence in learning mathematics well. Two questionnaires about motivation and learning strategies were developed based on Motivational Strategies for Learning Questionnaire (MSLQ), and were issued to 1,282 participants. The results show that the students have weak motivation and a less usage rate of learning strategies in learning mathematics. Besides, the result showed that the students went to cram school showed higher motivation for learning mathematics, and the students went to cram school also used learning strategies better than the students didn't go to cram school. Also, male students showed higher motivation for learning mathematics, and male students also used learning strategies better than female students.

作者關鍵字

Adaptation of MSLQ; Confirmatory factor analysis; Learning strategies; Motivation; MSLQ

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study investigates the mathematics learning motivation and strategies of senior high and vocational school students in Taiwan, focusing on the impact of cram school attendance and gender differences.	本研究探討台灣高中及職業學校學生的數學學習動機與策略，特別聚焦於補習參與及性別差異的影響。
研究方法	A questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 1,282 students in Miaoli County. Statistical analyses such as t-tests and factor analysis were used.	本研究採用改編自「學習動機與策略問卷」(MSLQ) 的調查問卷，對苗栗縣1,282名學生進行調查，並採用t檢定和因子分析等統計方法進行分析。
主要結果	1. Students attending cram schools showed higher motivation and better use of learning strategies.2. Male students had higher motivation and used more effective strategies than females.3. Time management and internet use were underutilized by all students.	1. 參與補習的學生在動機與學習策略使用上表現較好。2. 男生在學習動機和策略的使用上優於女生。3. 所有學生在時間管理與網路使用方面使用不足。
討論與建議	Teachers should focus on building students’ confidence, particularly among females. Providing guidance on time management and the effective use of online resources is crucial.	教師應注重建立學生的自信心，尤其是女生。同時，應指導學生如何有效管理時間及利用網路資源。
未來研究方向	1. Investigate the long-term impact of cram schools on academic performance.2. Explore cultural influences on learning strategies.3. Study interventions to improve female students’ confidence and strategy use.	1. 探討補習對學業表現的長期影響。2. 探索文化對學習策略的影響。3. 研究提升女生自信心與策略使用的干預措施。

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Liu, E. Z.-F., & Lin, C.-H. (2010). The survey study of mathematics motivated strategies for learning questionnaire (MMSLQ) for grade 10–12 Taiwanese students. The Turkish Online Journal of Educational Technology, 9(2), 221–233. Retrieved from http://www.tojet.net/articles/v9i2/9223.pdf

Educational board game and flashcard: Which one is better for learners at beginner level of Chinese language?

 教育桌遊與單字卡：哪種對初級對外華語學習者更有效？

摘要

The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group. 

作者關鍵字

Board games; Chinese-language teaching; Flashcards; Game-based learning

項目	內容摘要	翻譯
研究目的	To compare the impacts of educational board games and flashcards on learning motivation, flow experience, and learning outcomes among beginner-level Chinese learners.	比較教育桌遊與單字卡對初級中文學習者的學習動機、沉浸體驗及學習成果的影響。
研究問題	1. Which tool better enhances learning motivation?2. Which tool improves flow experience more effectively?3. Which tool leads to higher learning outcomes?	1. 哪種工具更能提升學習動機？2. 哪種工具更有效改善沉浸體驗？3. 哪種工具能帶來更高的學習成果？
研究方法	- Participants: 34 beginner-level Chinese learners divided into control (16) and experimental (18) groups.- Tools: Learning motivation scale, flow experience scale, and pre-/post-tests.- Duration: 3 weeks.	- 參與者：34名初級中文學習者，分為控制組（16人）與實驗組（18人）。- 工具：學習動機量表、沉浸體驗量表及前後測。- 時長：3週。
主要結果	1. Flashcards significantly improved learning motivation and flow experience compared to board games.2. Board games led to significantly higher learning outcomes.	1. 單字卡在提升學習動機和沉浸體驗方面顯著優於桌遊。2. 桌遊在學習成果上顯著高於單字卡。
研究限制	- Limited sample size.- Short experiment duration.- Focused only on beginner-level Chinese learners.	- 樣本數量有限。- 實驗時長較短。- 僅針對初級中文學習者。
未來研究方向	1. Explore the use of board games for intermediate or advanced learners.2. Investigate the integration of digital tools with board games or flashcards.3. Conduct longitudinal studies on sustained impacts.	1. 探索桌遊在中高級學習者中的應用。2. 研究數位工具與桌遊或單字卡的結合應用。3. 開展縱向研究以評估長期影響。

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Wen, J.-M., Do, H.-D., Liu, E. Z.-F., Lin, C.-H., & Huang, S. K. (2020). Educational board game and flashcard: Which one is better for learners at beginner level of Chinese language? International Journal of Serious Games, 7(4), 89–102. https://doi.org/10.17083/ijsg.v7i4.347