※ 理論深探: 鷹架導向遊戲式學習與遊戲化系列探究 

(Scaffolding-based Gamification/GBL)

侯老師近年來特別聚焦在遊戲化、遊戲式學習中的鷹架設計，包含提出一系列多維度鷹架在教育遊戲的關鍵架構或模式，以及在遊戲式學習課室的教學實務運用與互動模式。這些研究嘗試探究教育遊戲，並建立教育遊戲中多元鷹架的架構，或是建置鷹架導向遊戲式課室中的互動結構，並剖析玩家在多維度鷹架導向活動中的學習成效、學習行為，發展運用鷹架來促進學習者心流的策略。侯老師更以這一系列的研究作為基礎所提出Scaffolding-based Gamification/GBL的各種架構模式，轉於創新教學運用與產學合作的產品研發有所實績，將前瞻研究、理論架構、實務運用與產學推廣緊密結合。 以下為此主題較具代表性的研究發表: 

(歡迎點選連結閱讀、引用與分享)

Hou, H. T*. & Keng, S. H. (2021) Dual-scaffolding framework integrating peer-scaffolding and cognitive-scaffolding for an augmented reality-based educational board game: An analysis of learners’ collective flow state and collaborative learning behavioral patterns, Journal of Educational Computing Research. 59(3), 547-573. (Corresponding author) (SSCI)

(此篇針對長期相關行動研究後所提出的專門針對教育桌遊的雙鷹架(結合認知鷹架與同儕鷹架)設計之理論架構。並藉由實證分析來探究這樣的架構下學習者的學習成效與學習行為模式。這個所提出的設計架構模式後續已經延伸出許多的行動研究、教育現場推廣與AR教育桌遊作品，甚至已經延伸運用至遠距同步的教育遊戲或是線上桌遊中，有重要的參考與實務意義。 ) 

Chien, C. C., Chan, H. Y & Hou, H. T.* (in press) Learning by playing with Generative AI: Design and Evaluation of a Role-Playing Educational Game with Generative AI as Scaffolding for Instant Feedback Interaction,  Journal of Research on Technology in Education (Corresponding author) (SSCI)

    (NTUSTMEG團隊第一篇Role-Playing Educational Game with Generative AI as Scaffolding ，運用生成式AI鷹架在角色扮演教育遊戲的實證期刊論文。這是我們團隊一直在有系統探究與研發的主題，特色是 "鷹架理論、生成內容與遊戲機制的有效整合!" 這篇是個初探，也歡迎研究上的合作!) (NEW!!!)

Hou, H. T.,* Fang. Y. S. & Tang, J. T. (2021) Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability, Interactive Learning Environment. (Corresponding author) (SSCI)

(此篇提出 “多維度鷹架導向的實境遊戲的教育遊戲理論架構”，並結合AR科技形成整合實境遊戲、擴增實境、教育桌遊的設計架構，可以提供新一代實境教育情境遊戲的重要參考。此外，本文還提出多維度鷹架有用性分析的評估方法，可以運用在評估教育遊戲中的各種鷹架的效能。) 

Chen, Y. C., Hou, H. T*. & Wu, C. H. (2022) Design and development of a scaffolding-based mindtool for gamified learning classrooms, Journal of Educational Computing Research. (Corresponding author) (SSCI)

(本研究中發展可讓不具備資訊能力的教師可自行編輯具備多維鷹架輔助的遊戲化課室的工具並進行實證的評估，此研究具備高度實用性，可將前述的多維度鷹架的模式藉由此工具實踐於眾多科目與領域的實體課室或是遠距課室中，對於實踐多維度鷹架的遊戲化教學活動設計有所貢獻。)

Chang, C. H. S., Kuo, C. C., Hou, H. T*, & Koe. J. J. Y. (2022). Design and Evaluation of a Multi-Sensory Scaffolding Gamification Science Course with Mobile Technology for Learners with Total Blindness, Computers in Human Behavior, 128, 107085 (Corresponding author) (SSCI)

(此篇應為國際上第一篇首度提出位全盲學生所設計之多維度鷹架為導向的遊戲化教學模式與實證研究，對於國際上在盲生的教育遊戲設計上有非常關鍵的貢獻。盲生在教學現場上往往無法享受許多互動性的遊戲化教學活動，本研究設計的盲生教育桌遊與教具，對於盲生的學習動機有重要影響。) 

Lin, Y. C. & Hou, H. T.,* (2022) The evaluation of a scaffolding-based augmented reality educational board game with competition- and collaboration-oriented mechanisms: Differences analysis of learning effectiveness, motivation, flow, and anxiety, Interactive Learning Environment. (Corresponding author) (SSCI) 

(除了發展可應用於教學現場的多維度鷹架導向教學模式之外，本團隊也進行了關於鷹架導向遊戲教學中不同遊戲機制下的學習者心理與認知議題，本研究進行不同鷹架導向遊戲機制下的認知、心流、焦慮與動機眾多心理因子的深度探究。這些探究可提供教師們設計鷹架與遊戲時的重要參考。 )

Chou, Y. S., Hou, H. T.,* Chang. K. E. & Su, C. L. (2021) Designing a cognitive-based game mechanism for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioural patterns, Interactive Learning Environment. (Corresponding author) (SSCI)

(這篇研究強調運用認知理論層次架構作為認知鷹架來設計的遊戲認知機制，並將這樣的機制落實在設計一款歷史教育手遊上。比較值得參考的是認知機制的設計與所帶來的認知鷹架對於玩家心流與行為模式的可能影響 )

還有以下這幾篇:

Hou, H. T.* (2022) Augmented Reality Board Game with Multidimensional Scaffolding Mechanism: A Potential New Trend for Effective Organizational Strategic Planning Training,  Frontiers in Psychology. 13:932328. (Corresponding author) (SSCI)

Li, C. T., Hou, H. T.*, Lee, L. H. (in press) Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension, Language Teaching Research (Corresponding author) (SSCI)

Li, C. T., Hou, H. T.,* & Lin, W. S. (in press) Chemistry Educational Board Game Based on a Cognitive Mechanism: Multi-Dimensional Evaluation of Learners' Knowledge Acquisition, Flow, and Playing Experience of Board Game Materials, Research in Science & Technological Education. (Corresponding author) (SSCI)

Chen, M. F., Chen, Y. C., Zuo. P. Y., & Hou, H. T* (in press) Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning, Education and Information Technologies. (Corresponding author) (SSCI)

Hou, H. T.* (2023) Diverse Development and Future Challenges of Game-based Learning and Gamified Teaching Research, Education Sciences, 13(4), 337 (Corresponding author)(Editorial) (ESCI)

Hou, H. T.* (2023) Learning Science through Cloud Gamification: A Framework for Remote Synchronous Science Collaborative Problem Solving Gamified Teaching Activities Integrating Cloud Tool Sets and Three-Dimensional Scaffolding, Information,  14(3), 165. (Corresponding author) (ESCI)

Chan, H. Y., Liu, S. W., & Hou, H. T.* (in press) Interacting with real-person non-player characters to learn history: development and playing behavior pattern analysis of a remote scaffolding-based situated educational game, Interactive Learning Environment. (Corresponding author) (SSCI)

※ 理論深探: 心流導向遊戲式學習

(Flow-based GBL exploration)

多年來，針對遊戲式學習(Game-based Learning)與遊戲化(Gamification)活動中的心流反應(flow)與玩家行為模式(behavioral patterns)與學習歷程進行分析，侯老師團隊剖析各種玩家的學習行為與促進心流的策略，探究心流對於協作問題解決活動的影響，並以此作為基礎，逐步探究與提出Flow-based Gamification/GBL的模式與理論架構。以下為與此主題相關的研究發表: 

(歡迎點選連結閱讀、引用與分享)

Hou, H. T.* (2015). Integrating cluster and sequential analysis to explore learners' flow and behavioral patterns in a simulation game with situated-learning context for science courses: a video-based process exploration, Computers in Human Behavior, 48, 424-435. (Corresponding author) (SSCI)

Hou, H. T*. & Keng, S. H. (2020, in press) Dual-scaffolding framework integrating peer-scaffolding and cognitive-scaffolding for an augmented reality-based educational board game: An analysis of learners’ collective flow state and collaborative learning behavioral patterns, Journal of Educational Computing Research. (Corresponding author) (SSCI)

Hou, H. T.* & Li, M. C. (2014). Evaluating Multiple Aspects of a Digital Educational Problem-solving-based Adventure Game, Computers in Human Behavior, 30, 29-38. (Corresponding author) (SSCI)

Li, C. T., Hou, H. T.*, Li, M. C., & Kuo, C. C. (2021, in press). Comparison of a mini-game-based flipped classroom and a video-based flipped classroom: an analysis of learning performance, flow and concentration on discussion. The Asia-Pacific Education Researcher (Corresponding author) (SSCI).

Hsieh, Y. H., Lin, Y. C., & Hou, H. T* (2016). Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students’ game-based learning, Interactive Learning Environment, 24(1), 178-193. (Corresponding author) (SSCI)

Lin, Y. C., Hsieh, Y. H.,  Hou, H. T* & Wang, S. M. (2019). Exploring students’ learning and gaming performance as well as attention through a drill-based gaming experience for environmental education, Journal of Computers in Education. (Corresponding author)

Hou, H. T.* (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG), Computers and Education, 58, 4, 1225-1233. (Corresponding author) (SSCI)

Tsai, M. J.*, Li-Ju Huang, L. J., Hou, H. T., Hsu, C. Y., Chiou, G. L. (2016). Visual Behavior, Flow and Achievement in Game-Based Learning, Computers & Education, 98, 115-129. (SSCI)