淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-2301201923265300
中文論文名稱 不同任務限制對遊戲開發創造力之影響
英文論文名稱 Effects of game development creativity for different level tasks
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士班
系所名稱(英) Department of Educational Technology
學年度 107
學期 1
出版年 108
研究生中文姓名 陳昱錡
研究生英文姓名 Yu-Chi Chen
學號 607730016
學位類別 碩士
語文別 中文
口試日期 2019-01-08
論文頁數 79頁
口試委員 指導教授-李世忠
委員-鄭宜佳
委員-林逸農
中文關鍵字 創造力  任務限制  遊戲開發 
英文關鍵字 Creativity  task  Design task  Game development 
學科別分類 學科別社會科學教育學
中文摘要 創造力的培養與評量方式有很多種,透過學生創作成品並進行評量是最直接的培養與衡量方式。遊戲是這個時代常見的媒體呈現方式,以學生開發遊戲可以作為創造力的培訓方式,以透過遊戲開發來提升創造力。在開發的過程中,學生被要求在更嚴格限制的環境下創作是否能提升創造力?
本研究旨探討不同任務限制對學生遊戲開發創造力之影響,即學生接收不同任務限制且依任務限制開發進行遊戲開發,探究不同任務限制對學生創造力提升是否有影響。本研究採用因果比較研究法。研究對象為教育科技與資訊科技背景之大專以上學生,共10名。實驗中依學生創造力相關技能、領域相關技能進行分組,分為低任務限制組5人,與高任務限制組5人。研究結果指出,任務限制的高低與對學生的創造力提升沒有顯著差異。
英文摘要 There are many ways to train and evaluate creativity. Evaluating creativity of student’s product is one of the direct ways to cultivate creativity. Game is a common media for presenting new ideas and game development is used to cultivate creativity.
This study examines the effects of game development creativity for different level design task in student game development activity. This study is a causal-comparative research. Ten educational technology or information technology university students were divided into lower and higher design task group according to domain-relevant skill and creativity-relevant skill. The results reveal that effects of game development creativity of different level task on creativity have no significant difference.
論文目次 第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題5
第三節 研究範圍與限制5
第四節 名詞解釋7
第二章 文獻探討8
第一節 創造力8
第二節 創造力評量17
第三節 遊戲核心要素與開發歷程20
第四節 遊戲開發與創造力培養相關研究23
第三章 研究方法28
第一節 研究對象28
第二節 研究設計29
第三節 研究假設32
第四節 研究流程33
第五節 研究工具39
第六節 資料處理47
第四章 研究結果與討論48
第一節 研究結果48
第二節 研究討論61
第五章 結論與建議65
第一節 研究結論65
第二節 研究建議66
附錄一 實驗同意書73
附錄二 領域相關技能測驗卷74
附錄三 創造力相關技能問卷78

表2-1-1 創造力歷程觀點階段與延伸10
表2-1-2 個體創造力特質12
表2-4-1 創造力與遊戲開發相關文獻25
表3-2-1 實驗設計31
表3-4-1 RPG MAKER MV 訓練設計36
表3-4-2 高任務限制37
表3-4-3 低任務限制38
表3-5-1 領域相關技能測驗卷雙向細目表39
表3-5-2 修正後領域相關技能測驗卷雙向細目表40
表3-5-3 領域相關技能測驗卷評鑑表41
表3-5-4 創造與思考方式問卷節錄43
表3-5-5 工作動機訪談大綱44
表3-5-6 遊戲創造力評分標準45
表3-5-7 實驗後訪談大綱46
表4-1-1 領域相關技能成績48
表4-1-2 領域相關技能曼尼-惠恩U檢定資料48
表4-1-3 人格特質統計資料49
表4-1-4 創造力相關技能曼尼-惠恩U檢定資料49
表4-1-5 思考技能統計資料50
表4-1-6 前測遊戲開發創造力:專家一評鑑結果53
表4-1-7 後測遊戲開發創造力:專家一評鑑結果54
表4-1-8 前測遊戲開發創造力:專家二評鑑結果54
表4-1-9 後測遊戲開發創造力:專家二評鑑結果54
表4-1-10 前測遊戲開發創造力:專家三評鑑結果55
表4-1-11 後測遊戲開發創造力:專家三評鑑結果55
表4-1-12 前測戲開發創造力:結果總計56
表4-1-13 後測遊戲開發創造力:結果總計56
表4-1-14 遊戲開發創造力創造力提升總計57
表4-1-15 遊戲開發創造力曼尼-惠恩U檢定資料57
表4-2-1 遊戲開發創造力負成長61
表4-2-2 遊戲開發創造力符號檢定62

圖2-1-1 創造力三系統指標圖15
圖3-2-1 自變項與依變項29
圖3-4-1 實驗流程圖34

參考文獻 于文正(2014)。鷹架具體程度對創意發想的影響。教育科學研究期刊,59(2),31-60。
吳靜吉(2007年12月)。打破創造力的迷思。今週刊。取自https://www.businesstoday.com.tw/article/category/154685/post/200712130042/%E6%89%93%E7%A0%B4%E5%89%B5%E9%80%A0%E5%8A%9B%E7%9A%84%E8%BF%B7%E6%80%9D%20P.18
邱皓政(2005)。創造力的測量與共識衡鑑。教育集刊,30, 50-73.
陳龍安(2010)。台灣的創造力教育發展與突破之道。創造學刊,1(1),5-37。
張世慧(2007)。創造力理論、技法與教學。台北市:五南。
張世彗(2011)。創造力教學、學習與評量之探究。教育資料與研究,100,1-22。
涂君暐.(2005)。內外在動機,創造力環境與創造力相關研究-以第八屆創思設計與製作競賽之參賽學生為例(未出版之碩士論文)。國立中央大學,桃園市。
教育部(2003)。創造力教育白皮書。台北市
教育部(2014)。十二年國民基本教育課程綱要。台北市。
葉玉珠(2000)。創造力發展的生態系統模式及其應用於科技與資訊領域之內涵分析。32(1),95-121。
葉玉珠(2006)。創造力教學:過去・現在與未來。台北市:心理。
楊孟麗、謝水南(譯)(2013)。教育研究法:研究設計與實務(原作者:J. R. Fraenkel, N. E. Wallen, & H.H Hyun)。台北市:心理。
顏學誠。(2014)。教育與社會秩序:解析升學主義。教育實證與研究,27(1),121-144。
Ackoff, R. L., & Vergara, E. (1981). Creativity in problem solving and planning: A review. European Journal of Operational Research, 7(1), 1-13.
Alvarez, J., Alvarez, V., Djaouti, D., & Michaud, L. (2010). Serious Games: Training & Teaching-Healthcare-Defence & security-Information & Communication. IDATE, France.
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, Colorado: Westview Press Inc.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of personality and social psychology, 45(2), 357.
Amabile, T. M. (1997). Entrepreneurial creativity through motivational synergy. The Journal of Creative Behavior, 31(1), 18-26.
Browne, C. (2011). Evolutionary Game Design. London: Springer London.
Cakir, N. A., Gass, A., Foster, A., & Lee, F. J. (2017). Development of a game-design workshop to promote young girls' interest towards computing through identity exploration. Computers & Education, 108, 115-130.
Chen, C. H., & Chiu, C. H. (2016). Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity. Computers & Education, 103, 99-113.
Cohen, D. S., & Bustamante, S. A. (2012). Producing games: from business and budgets to creativity and design. Boca Raton, Florida: CRC Press.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins Publishers.
Csikszentmihalyi, M. (1999). implications of a systems perspective for the study of creativity. In R. J. Stenberg(Ed.), Handbook of creativity(pp.313-318). New York. Cambridge University Press.
Davis, G. A. (1973). Psychology of problem solving: Theory and practice. Basic Books (AZ).
Fabricatore, C., & López, X. (2013). Fostering Creativity Through Educational Video Game Development Projects: A Study of Contextual and Task Characteristics. Creativity Research Journal, 25(4), 418–425.
Gallagher, J. J. (1964). Teaching the gifted child. Allyn & Bacon.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
IBM. (2010). Capitalizing on Complexity. IBM Global Services (Vol. 1518).
Kao, G. Y. M., Chiang, C. H., & Sun, C. T. (2017). Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity. Computers & Education, 113, 294-312.
Kaufman, J. C., Plucker, J. A., & Baer, J. (2008). Essentials of creativity assessment. Hoboken, NJ: John Wiley.
Laamarti, F., Eid, M., & Saddik, A. E. (2014). An overview of serious games. International Journal of Computer Games Technology, 2014,11.
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258-1265.
Mellou, E. (1996). The Two‐Conditions View of Creativity. The Journal of Creative Behavior, 30(2), 126-143.
Michaelides, D. (2016). Creative Problem-Solving Model. The Innovation Tools Handbook, Volume 2: Evolutionary and Improvement Tools that Every Innovator Must Know. Boca Raton, Florida: CRC Press.
Moffat, D. C., & Shabalina, O. (2016, July). Assessing creativity of game design students. In Information, Intelligence, Systems & Applications (IISA), 2016 7th International Conference on (pp. 1-5). IEEE.
Moffat, D. C., & Shabalina, O. (2016, October). Student Creativity Exercises in Designing Serious Games. In European Conference on Games Based Learning (pp. 470-478). Academic Conferences International Limited.
Moore, M. E. (2011). Basics of game design. Boca Raton: CRC Press.
Oldham, G. R., & Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of management journal, 39(3), 607-634.
Perez, D. (2016). Beginning RPG Maker MV. Apress.
Perkins, D. (1988). “Creativity and the quest for mechanism”. In The psychology of human thought, Edited by: Sternberg, R. J. and Smith, E. E. Cambridge, England: Cambridge University Press.
Raudsepp, E. (1981). How Creativity Are You ? New York: Academic Press.
Runco, M. A. (1996). Personal creativity: Definition and developmental issues. New Directions for Child Development, 72, 3-30.
Schell, J. (2015). The art of game design: A book of lenses. Boca Raton: CRC Press.
Simonton, D. K. (1976). Biographical determinants of achieved eminence: A multivariate approach to the Cox data. Journal of personality and social psychology, 33(2), 218.
Skrzyszewski, A., Swacha, J., & Syslo, W. A. (2010). Computer game design classes: The students’ and professionals’ perspectives. Informatics in Education-An International Journal, 9(2), 249-260.
Slavin, R. E. (2014). Educational psychology: theory and practice. Harlow, England: Pearson.
Sternberg, R. J. (1988). The nature of creativity: Contemporary psychological perspectives. CUP Archive.
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Stenberg(Ed.), Handbook of creativity(pp.3-15). New York. Cambridge University Press.
Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American psychologist, 51(7), 677.
Stuchlikova, L. (2016, November). Challenges of education in the 21st century. In Emerging eLearning Technologies and Applications (ICETA), 2016 International Conference on (pp. 335-340). IEEE.
Taylor, C. W. (1988). Various approaches to and definitions of creativity. The nature of creativity, 99-121.
Torrance, E. P. (1974). The Torrance Tests of Creative Thinking: Norms-Technical Manual. Princeton, NJ: Personal Press.
Torrance, E. P. (1988). The nature of creativity as manifest in its testing. The nature of creativity In R. J. Stenberg(Ed.), Nature of creativity(pp.43-75). New York. Cambridge University Press.
Tschang, F. T. (2003). When does an Idea Become an Innovation? The Role of Individual and Group Creativity in Videogame Design. Proceedings of Druid Summer 2003 Conference: Creating, Sharing and Transferring Knowledge The role of Geography, Institutions and Organizations., Copenhagen.
Tychsen, A., Hitchens, M., Brolund, T., & Kavakli, M. (2006). Live Action Role-Playing Games: Control, Communication, Storytelling, and MMORPG Similarities. Games.and.Culture,.1(3), 252-275.
Wallas, G. (1926). The Art of Thought New York: Harcourt Brace Janonovica.
Williams F. E. (1980). Creativity assessment packet(CAP): manual. Buffalo, New York: D.O.K. Publishers Inc.
Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25-32.
論文使用權限
  • 同意紙本無償授權給館內讀者為學術之目的重製使用,於2019-01-24公開。
  • 同意授權瀏覽/列印電子全文服務,於2019-01-24起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2281 或 來信