計畫簡介

本研究之主要目的是設計開發數位遊戲，來打破青少年對於諮商的刻版印象，以及論證數位遊戲諮商在輔導經驗的分析及成效。數位諮商遊戲是在數位遊戲中放入諮商議題，提供諮商師與個案建立關係、協助個案時的輔助工具，並於過程中進行「數位遊戲諮商」(Game-based Counseling，GBC)的分析。本研究分別為個人諮商及團體諮商設計開發數位諮商遊戲。在研究中的個人諮商選取高互動的繪畫治療，開發成數位化表達自我心像的個人諮商遊戲；而團體諮商中以探索教育中行之有年的學習活動做為遊戲主軸，選取擁有團隊合作、問題解決、分工合作等主要內涵的學習活動，改編發展而成團體諮商遊戲。研究者以Unity3D及體感Kinect來建置多款「數位諮商遊戲」。在團體諮商經驗分析中，團體互動中是增進人際行為最直接有效的方式，透過數位遊戲建構虛擬團體，安排社會利他行在團隊合作中，團體歷程經驗中建立自信，人際間相互學習，有效學習正確人際互動行為。因此，數位探索遊戲在青少年的人際互動行為有顯著差異。也對於數位探索遊戲主題達高度認同。最後，用活動情境來形塑團體任務，每一個任務都需問題解決的能力，過程感受到自己在團體中個人責任的重要性，透過團隊學習找到學習脈絡，試錯經驗的價值，因此，數位遊戲對於青少年問題解決能力學習遷移之成效達顯著差異。研究中透過每一階段的諮商經驗分析，建構每一階段的習得，從強化自我價值到人際互動關係中，以及融入反思教學來修正行為，更強調數位遊戲歷程是理性思考後行動化的過程，可說是從情感面到理性整理到行動化，這樣完整的諮商經驗分析，是後設諮商的新論述。

The Design and Research of Cross-Platform Virtual Counseling Game for Enhancing Self-Concept and Social Interaction

The aim of this research is to develop a cross-platform virtual counseling game using Unity3D to create a 3D virtual reality environment which allows participants to have group counseling. Virtual counseling game is a supporting tool for counselors to establish close relationship with clients. The study attempts to analyze the gaming process and outcomes to perform game-based counseling (GBC). The game uses adventure education as the main theme, and chooses learning activities with group cooperation and problem-solving purposes. Following the trend of digital games and the prevelance of smart phones and tablet PC, the youngsters can more closely relate to the cross-platform game and experience the the counseling activities that they seldom have chance to have. The study use Experiencial Learning Theory and Self-Regulated Learning Theory has the theoretical foundation to develop the virtual counseling game and conduct evaluation. The research first uses theoretical analysis to evaluate the digitization of adventure education activities, and use Delphi technique to extract the essence of each activity. Then, after the production of the game, heuristic evaluation will be used to conduct formative evaluation to the game, task analysis to investigate participants’ cooperation condition, and questionnaire to understand the overall virtual counseling effectiveness. In the last phase, qualitative research will be performed to understand the significance of virtual counseling game. It includes using interviews to know the participants’ self-concept, using behavior observations to analyze their gaming process, and last to perform task analysis to investigate the participants’ leanring results of far learning transfers.

成果產出

期刊

(032) Lin, Chang-Hsin,* Shih, Ju-Ling. (2017). Analysing Group Dynamics of a Digital Game-based Adventure Education Course. Educational Technology & Society, 21(4):51-63. (SSCI). [Full Text Link]

(028) Shih, Ju-Ling, & Hsu, Yu-Jen. (2016). Advancing Adventure Education Using Digital Motion-Sensing Games. Journal of Educational Technology & Society, 19(4). 178-189. (SSCI). (NSC 100-2628-S-024-002-MY3 and NSC 101-2511-S-024- 009-MY3). [Abstract Link]

(026) Lin, Chang-Hsin, & Shih, Ju-Ling. (2015) Evaluations to the gamification effectiveness of digital game-based adventure education course – GILT. Journal of e-Learning and Knowledge Society, 11(3). (NSC 101-2511-S-024-009-MY3). [Full Text Link]

(020) Hsu, Yu-Jen, & Shih, Ju-Ling*. (2013). Developing Computer Adventure Education Games on Mobile Devices for Conducting Cooperative Problem-Solving Activities. International Journal of Mobile Learning and Organisation, 7(2), 81-98. (NSC 100-2628-S-024-002-MY3 and NSC 101- 2511-S-024-009-MY3). [Full Text Link]

(018) Shih, Ju-Ling, Hsu, Yu-Jen*, Wang, Yen-Jen. (2013). Rational Emotive Path: 3D Game as the Emotion Analysis Tool for Counseling Purposes. International Journal of Arts and Technology, 6(3), 255-271. (NSC 98-2511-S-024-006- MY2 and NSC 100-2628-S-024 -002 -MY3). [Abstract Link]

研討會論文

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