我在想Affordance...
Affordance的核心就是東西與東西的"可能性"
通過莫非定律+想想力 會發現有無限多種"可能"呀!
好一個 Affordance
2011年9月22日 星期四
2010年11月30日 星期二
從可玩性觀點探討多人線上遊戲之人機互動設計原則研究
研究概敘
2005 國立交通大學 李峻德先生在研究使用性、可玩性的遊戲設計概念後，覺得需要從"可玩性"的觀點來探討遊戲人機互動的原則，於是基於其對可玩性方面的知識設計了訪談問券來問15~29歲的線上RPG玩家，最後使用科學統計的方式獲得許多有力的數值，然後...沒甚麼結論 O_O
What I See
這篇近50頁的研究說實在...有看沒有懂 @口@，好多數據呀!功力不夠無法解讀其中的意義，本身對遊戲設計很感興趣，因此很想理解其中的內容，但是這種感情的研究用數據表現真的很讓人受不了呀...
不過其中的文獻探討提供了很多資訊，對我來說真是一大幫助~
2005 國立交通大學 李峻德先生在研究使用性、可玩性的遊戲設計概念後，覺得需要從"可玩性"的觀點來探討遊戲人機互動的原則，於是基於其對可玩性方面的知識設計了訪談問券來問15~29歲的線上RPG玩家，最後使用科學統計的方式獲得許多有力的數值，然後...沒甚麼結論 O_O
What I See
這篇近50頁的研究說實在...有看沒有懂 @口@，好多數據呀!功力不夠無法解讀其中的意義，本身對遊戲設計很感興趣，因此很想理解其中的內容，但是這種感情的研究用數據表現真的很讓人受不了呀...
不過其中的文獻探討提供了很多資訊，對我來說真是一大幫助~
Story Creation in VIRTUAL GAME WORLDS
概敘
Much of the research examining games in educational settings looks at children playing games designed by professional software developers, with little focus on children creating their own games. Some work investigating this issue (for example [7, 8]), looks at how the process of game creation fosters children’s programming skills as, until very recently, it was impossible to create a game without some knowledge of programming. In the case of 3D virtual environment role-playing games, it has required both advanced programming and mathematical skills.
However, technology has reached the point where these skills are no longer always necessary: more commercial games are shipping with game-editing tools to encourage skilled members of their user communities to develop further (free) content. A good example of this phenomenon is Bioware’s role-playing game, Neverwinter Nights, released in 2002 with the Neverwinter Nights toolset that can be used by nonexperts to create characters, settings, and interactive plots. No knowledge of 3D modeling is required, and basic tasks can be accomplished without any programming skills.
Given these developments, we can now begin to explore how children use game-creation toolkits to build sophisticated 3D-interactive games that their peers can play. This new ability to produce a finished product of commercial quality is important, as children have high expectations for games in terms of quality of graphics, among other features. If we are to use games in education, and expect them to motivate and interest children, they must be of similarly high quality, otherwise their effect will be lost.
Additionally, with the decreasing focus on programming skills, at least for designing games within a game-creation environment, computer games can be integrated more tightly with specific domains within the curriculum, for example, literacy and narrative development, the subject of this article.
What I See
這是一篇資訊管理期刊的論文，作者期望用"絕冬城之夜"這款遊戲的編輯器作研究，期望學童借著此軟體來培養創作故事的能力。因此開辦了一個類似工作坊的活動讓學童參加，利用此編輯器創造故事、創作遊戲。而很快的，作者就發現了許多問題，例如遊戲模式、遊戲風格的限制，故事腳本上也難以使用多項式複雜的結局等，這些屬於RPG編輯器上的限制確實也會影響遊戲腳本設定。不過研究的目的是要讓學童能設計故事，能達到引起學生的興趣並讓他們能交流自己的創作就算是一件成功的是吧!
回想第一次碰到格鬥遊戲(LF2)的編輯器，它讓我知道遊戲是可以自己製造的、故事是可以自己寫的、我是神也是玩家，這些衝擊讓我狂熱起來，開始第一次接觸電腦繪圖，也開始嘗試理解程式編輯是怎麼回事，無怨無悔砸下了自己的時間與精力，當我分享成果時感到前所未有的自信與滿足。因此認為舉辦這種活動絕對是是好事~ :)
Much of the research examining games in educational settings looks at children playing games designed by professional software developers, with little focus on children creating their own games. Some work investigating this issue (for example [7, 8]), looks at how the process of game creation fosters children’s programming skills as, until very recently, it was impossible to create a game without some knowledge of programming. In the case of 3D virtual environment role-playing games, it has required both advanced programming and mathematical skills.
However, technology has reached the point where these skills are no longer always necessary: more commercial games are shipping with game-editing tools to encourage skilled members of their user communities to develop further (free) content. A good example of this phenomenon is Bioware’s role-playing game, Neverwinter Nights, released in 2002 with the Neverwinter Nights toolset that can be used by nonexperts to create characters, settings, and interactive plots. No knowledge of 3D modeling is required, and basic tasks can be accomplished without any programming skills.
Given these developments, we can now begin to explore how children use game-creation toolkits to build sophisticated 3D-interactive games that their peers can play. This new ability to produce a finished product of commercial quality is important, as children have high expectations for games in terms of quality of graphics, among other features. If we are to use games in education, and expect them to motivate and interest children, they must be of similarly high quality, otherwise their effect will be lost.
Additionally, with the decreasing focus on programming skills, at least for designing games within a game-creation environment, computer games can be integrated more tightly with specific domains within the curriculum, for example, literacy and narrative development, the subject of this article.
What I See
這是一篇資訊管理期刊的論文，作者期望用"絕冬城之夜"這款遊戲的編輯器作研究，期望學童借著此軟體來培養創作故事的能力。因此開辦了一個類似工作坊的活動讓學童參加，利用此編輯器創造故事、創作遊戲。而很快的，作者就發現了許多問題，例如遊戲模式、遊戲風格的限制，故事腳本上也難以使用多項式複雜的結局等，這些屬於RPG編輯器上的限制確實也會影響遊戲腳本設定。不過研究的目的是要讓學童能設計故事，能達到引起學生的興趣並讓他們能交流自己的創作就算是一件成功的是吧!
回想第一次碰到格鬥遊戲(LF2)的編輯器，它讓我知道遊戲是可以自己製造的、故事是可以自己寫的、我是神也是玩家，這些衝擊讓我狂熱起來，開始第一次接觸電腦繪圖，也開始嘗試理解程式編輯是怎麼回事，無怨無悔砸下了自己的時間與精力，當我分享成果時感到前所未有的自信與滿足。因此認為舉辦這種活動絕對是是好事~ :)
2010年11月25日 星期四
數位學習圖像隱喻之探討
ABSTRACT
資訊的普及，運用資訊科技學習是未來教育訓練及學習的趨勢。當我們操作電腦、網路和手機等工具進行數位學習或資訊獲得時，皆是透過點選特定功能的符號完成介面上的溝通和傳達行為，一個好的數位學習介面視覺引導，能夠讓學習者自由學習，在不會產生迷失的情況下有效達到學習的目的，因此介面符號如何建構出學習者可以瞭解、能自由運行的溝通環境是重要的。其中，圖像隱喻為數位學習介面的常見手法，透過隱喻的表徵導引學習者以直覺思考點選學習物件，提供能滿足數位學習者的平台。本研究從學習者的生活經驗與認知角度，配以視覺導向的數位學習網站來探討數位學習中視覺隱喻的重要性和使用策略。
What I See
這是篇97年初的文獻，文獻讓我聯想到黃漢青老師所教授的"文化詮釋學"，都有談到詮釋的結果會依解讀者的環境與經驗的不同而有所差異，並且在創作時要設定一類的目標讀者。然而製作教材更是要如此，我們為了一定年齡層的人們所設計，越是年幼就越單純但也越困難，必須實地理解當代孩子的生活圈才能設計出正確的元素，面對有年紀的人反而能依其職業與區域做歸類來改變教育方式，但不管如何，設計教材的人都必須把既己的偏見先丟了才行！
題外話...這讓我回想到小時後的國立編譯館，大人們真的沒有好好了解孩子们的文化呀= =以前讀書還真是辛苦，相較現在的小孩，課程內容變活潑了、有多媒體教材、還有許多與課程相似的課外資源，還有為了教學設計的漫畫書...
ˊ口ˋ 羨慕~
資訊的普及，運用資訊科技學習是未來教育訓練及學習的趨勢。當我們操作電腦、網路和手機等工具進行數位學習或資訊獲得時，皆是透過點選特定功能的符號完成介面上的溝通和傳達行為，一個好的數位學習介面視覺引導，能夠讓學習者自由學習，在不會產生迷失的情況下有效達到學習的目的，因此介面符號如何建構出學習者可以瞭解、能自由運行的溝通環境是重要的。其中，圖像隱喻為數位學習介面的常見手法，透過隱喻的表徵導引學習者以直覺思考點選學習物件，提供能滿足數位學習者的平台。本研究從學習者的生活經驗與認知角度，配以視覺導向的數位學習網站來探討數位學習中視覺隱喻的重要性和使用策略。
What I See
這是篇97年初的文獻，文獻讓我聯想到黃漢青老師所教授的"文化詮釋學"，都有談到詮釋的結果會依解讀者的環境與經驗的不同而有所差異，並且在創作時要設定一類的目標讀者。然而製作教材更是要如此，我們為了一定年齡層的人們所設計，越是年幼就越單純但也越困難，必須實地理解當代孩子的生活圈才能設計出正確的元素，面對有年紀的人反而能依其職業與區域做歸類來改變教育方式，但不管如何，設計教材的人都必須把既己的偏見先丟了才行！
題外話...這讓我回想到小時後的國立編譯館，大人們真的沒有好好了解孩子们的文化呀= =以前讀書還真是辛苦，相較現在的小孩，課程內容變活潑了、有多媒體教材、還有許多與課程相似的課外資源，還有為了教學設計的漫畫書...
ˊ口ˋ 羨慕~
Two-D or not Two-D_ Gender implications of visual cognition in electronic games
ABSTRACT
Are there repercussions from 3D graphics being used in the majority of current video games? This research investigates whether the use of 2D and 3D graphics in video games affect the extent of how attracted a male is to playing an electronic game versus how attracted a female is. Published research indicates males outperform women in 3D virtual environments; this research illustrates that gender has an influence on how attracted an individual is to an electronic game. Over the course of two weeks participants took part in a study to assess whether 2D and 3D video games attract females and males differently. A multimethod (quantitative and qualitative) research design was used analogous to that of Sedig et al. [2001]. Data collection included various measures and approaches for cross-validation. Results indicate that if an electronic game is to appeal to the majority of female players, the game should be 2D, easy, and fun; if the game is to appeal to the majority of male players, the game should be 3D, challenging, and fun.
What I See
這篇論文講到2性上普遍能力上的差異，使得玩遊戲時的觀點與看法有所不同，比如男孩較能感受刺激並反應已獲得樂趣，而女孩則可能對可愛有趣的圖片與社交回饋感興趣。而此篇文章以3D與2D作為切入點並說男生喜歡3D與女生更感興趣於2D的結論，我想已經算是過時的資訊，Wii已經很明顯得打破這個論點。就用Wii的運動遊戲來說，他擁有可愛生動的人物造型、少量的旋轉視角及必要情況的輔助地圖並擁有與他人同樂的功能，僅管它是3D遊戲，仍然受到2性的歡迎，這篇文獻中所發現男女差異的問題，實質上能靠互動與介面設計來解決，而Wii就做到了這一點。
Are there repercussions from 3D graphics being used in the majority of current video games? This research investigates whether the use of 2D and 3D graphics in video games affect the extent of how attracted a male is to playing an electronic game versus how attracted a female is. Published research indicates males outperform women in 3D virtual environments; this research illustrates that gender has an influence on how attracted an individual is to an electronic game. Over the course of two weeks participants took part in a study to assess whether 2D and 3D video games attract females and males differently. A multimethod (quantitative and qualitative) research design was used analogous to that of Sedig et al. [2001]. Data collection included various measures and approaches for cross-validation. Results indicate that if an electronic game is to appeal to the majority of female players, the game should be 2D, easy, and fun; if the game is to appeal to the majority of male players, the game should be 3D, challenging, and fun.
What I See
這篇論文講到2性上普遍能力上的差異，使得玩遊戲時的觀點與看法有所不同，比如男孩較能感受刺激並反應已獲得樂趣，而女孩則可能對可愛有趣的圖片與社交回饋感興趣。而此篇文章以3D與2D作為切入點並說男生喜歡3D與女生更感興趣於2D的結論，我想已經算是過時的資訊，Wii已經很明顯得打破這個論點。就用Wii的運動遊戲來說，他擁有可愛生動的人物造型、少量的旋轉視角及必要情況的輔助地圖並擁有與他人同樂的功能，僅管它是3D遊戲，仍然受到2性的歡迎，這篇文獻中所發現男女差異的問題，實質上能靠互動與介面設計來解決，而Wii就做到了這一點。
2010年9月26日 星期日
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