在本篇論文中，我們想在教室內建立一個真實的學習環境，讓學習者可以把
他們所學習到的知識與他們的生活經驗做連結。而現今的使用者大都已把科技
視為社交生活的一部份，為了提高他們使用的意願，所以我們把真實形式的學
習內容與一個具有主題的桌面遊戲（Board game）做結合，以Digital Game
Based Learning的方式來做學習。為了讓學生們可以共同合作學習，使學習的
過程具體化，我們也提出一套教育設備，數位學習遊樂場（Digital Learning
Playground）來實現這樣的教學形式。數位學習遊樂場應用虛擬混合實境的技
術，建立完整的學習情境，提供師生之間一個真實互動的開放空間，學生也可
以透過數位學習遊樂場提供的觸控桌面，與數位世界裡的遊戲物件產生互動，
自然的沉浸在學習環境裡，系統並提供立即的知識回饋，使得學生可以在其中
驗證自己的知識，加深學習效果。
實驗結果顯示，透過數位學習遊樂場的技術輔助，真實形式的學習內容結合
桌面遊戲（Board game）可以有效提升學生學習效果，而問卷的結果也發現，
數位學習遊樂場可以帶給學生較真實的體驗以及提供較佳的遊戲娛樂效果，進
而提升學生的使用動機。

In this paper, we embedded authentic learning content into a
themed board game and presented them by a set of
educational equipment- Digital Learning Playground (DLP).
DLP applied the idea of mixed reality that students interact to
the simulative situations, and also remain some hands-on
experience with realia. With this device, we build a digital
board game and require students and the teacher to join in
to yield the best learning environment- proper assistance
and peer cooperation. The showing resulting data depicts
that the students were highly engaged and satisfied with
learning through a gaming flow. With respect to learning
performance, the assessing data indicates an effective
learning has been achieved.

[1]
Oers, B. V. and Wardekker, W., “On becoming an authentic
learner: Semiotic activity in the early grades.”Journal of
Curriculum Studies,
31(2), pp.229–249, 1999.
[2]
Siemens G., “Connectivism: A learning theory for the digital”,
2004.
[3]
Lombardi, M. M., “ Authentic Learning for the 21st Century:
An Overview”, MM Lombardi - Educause learning initiative,
2007.
[4]
Dewey J., “Experience and education”, pp.241-252, 1986.
[5]
Mims, C., “Authentic Learning: A Practical Introduction & Guide
for Implementation”, Meridian: Middle School Computer
Technology Journal, Vol 6, NO.1, 2003.
[6]
Dewey, J. “The school and society”& The child and the
curriculum, Dover Pubns, 2001.
[7]
Piaget, J., “The construction of reality in the child”, New York:
Basic Books, 1954.
[8]
Brown, J. S., Collins, A., Duguid, P., “Situated cognition
and the
culture of learning”, Educational Researcher, 18, pp.32-42,
1989.
[9]
Liu, W., Cheok, A. D., Mei-Ling, C. L., Theng, Y.L.,
“Mixed reality
classroom: learning from entertainment”,Proceeding DIMEA ''07
Proceedings of the 2nd international conference on Digital
interactive media in entertainment and arts ACM New York,
NY, USA, 2007.
[10]
Cavazza, M., Lugrin, J. L., Pizzi, D., “Madame Bovary on the
Holodeck: Immersive Interactive Storytelling”, Proceedings of
the 15th international conference on Multimedia, 2007,
Augsburg, Germany, September 24 - 29. New York: ACM,
pp.651-660, 2007.
36
[11]
Prensky, M., "Digital Natives, Digital Immigrants Part 1", On
the Horizon, Vol. 9, Iss: 5, pp.1 – 6, 2001.
[12]
Oblinger, D. G., and Oblinger, J. L. “Educating the Net
Generation”, EDUCAUSE, 2005
[13]
Nielsen media research, spring 2005
[14]
Prensky, M., “Digital game-based learning”. ACM Computers
in Entertainment, 1(1), pp.1–4., 2003.
[15]
Facer K., “Computer games and learning”, http://
www.futurelab.org.uk/resources/documents/d
iscussion_papers/
Computer_Games_and_Learning_discpaper.pdf
[lastaccess: 27/08/2007], 2003.
[16]
Downes, T., ”Playing with computing technologies in the
home”, Education and Information Technologies, 4(1),
pp.65–79, 1999.
[17]
Mumtaz, S., :Children’s enjoyment and perception of
computer
use in the home and the school”, Computers and
Education, 36
(4), pp.347–362, 2001.
[18]
Oblinger, D., “The next generation of educational engagement.”,
Journal of Interactive Media in Education, 2004(8), 1–18,2004.
[19]
Kafai, Y., “The educational potential of electronic games: From
games-to-teach to games-to-learn.”, http://
culturalpolicy.uchicago.edu/conf2001/papers/kafai.html [last
access: 27/08/2007], 2001.
[20]
Malone, T., “What makes things fun to learn? Heuristics
for
designing instructional computer games.”, In Proceedings of the
3rd ACM SIGSMALL Symposium and the 1st SIGPC
Symposium ,
pp. 162–169, Palo Alto, USA., 1980.
[21]
Papastergiou M., “Digital Game-Based Learning in high
school Computer Science education: Impact on educational
effectiveness and student motivation.”, Computers & Education,
vol.52, pp.1-12, 2009.
37
[22]
Jeffrey P. Hinebaugh, “A board game education”, Rowman &
Littlefield Education, pp.6-10, 2009.
[23]
Crookall, D. & Saunders, D., “Towards an integration of
communication and simulation.”, In D. Crookall & D. Saunders
(Eds.), Communication and simulation: From two fields to one
theme, Clevedon, UK: Multilingual Matters,1989.
[24]
Garris, R., Ahlers, R., & Driskell, J.E., “Games, motivation, and
learning: A research and practice model.”, Simulation and
Gaming, 33(4), pp.441-467, 2002.
[25]
Caillois, R., “Man, play, and games.”, Free Press, New York,
1961.
[26]
Cruickshank, D.R., “Classroom games and simulations.”, Theory
into Practice, 19 (1), pp.75-80, 1980.
[27]
Eck, R. V., “Digital Game-Based Learning: It’s Not Just the
Digital Natives Who Are Restless....”, EDUCAUSE Review, vol.41,
no.2, 2006.
[28]
McFarlane, A., Sparrowhawk, A., Heald, Y., “Report on
the
Educational Use of Games: An Exploration by TEEM of the
Contribution
Which Games Can Make to the Education
Process”,
TEEM, St Ives, Cambridgeshire, UK, pp.26, 2002.
[29]
McFarlane A., Sparrowhawk A., Heald Y., “Report on the
Educational Use
of Games”, TEEM, St Ives, Cambridgeshire, UK,
pp.26, 2002.
[30]
Van Eck,R., Gikas, J., “Gaming Theory as a Teaching Tool at
All Levels,” presentation for the annual meeting of
Techsposium,
Memphis, Tenn., March 31, 2004.
[31]
Zan, B., “Interpersonal understanding among friends: A case
study of two young boys playing checkers.”, Journal of Research
in Cbildbood Education, 10., 1996.
[32]
Katzeff, C., “The design of interactive media for learners in an
organizational setting - the state of the art”, Proc.NordiCHI
2000, Stockholm, Oct. pp.23-25, 2000.
38
[33]
Csikszentmihalyi. M. & Nakamura, J., “The dynamics of intrinsic
motivation: a study of adolescents”, in Research on motivation
in education, R. Ames & C. Ames, eds. vol. 3, San Diego. CA:
Academic Press, 1989.
[34]
Malone, T.W. & Lepper, M.R.,“Making learning fun: a taxonomy
of intrinsic motivations
for learning”, in Aptitude,
learning and
instruction, Volume 3: Conative and affective
process analysis,
Hillsdale, N.J: Lawrence Erlbaum, pp.223-253,1987.
[35]
Csikszentmihalyi, M., “Flow: The psychology of optimal
experience.”, New York7 Harper Perennial, 1991.
[36]
Webster, J., Trevino, L. K., & Ryan, L., “The dimensionality and
correlates of flow in human-computer interaction.”, Computers
in Human Behavior, 9, pp.411–426, 1993.
[37]
Killi, K., “Digital game-based learning: Towards an
experiential gaming model.”, Internet and Higher Education 8,
pp.13-24, 2005.
[38]
Hoffman, D. L., & Novak, T. P., “Marketing in hypermedia
computer-mediated environments: Conceptual foundations.”,
Journal of Marketing, 60, pp.50–68,1996.
[39]
Chen, H., Wigand, R., & Nilan, M. S., “Optimal experience of web
activities. Computers in Human Behavior, 15, pp.585–608,
1999.
[40]
Finneran, C. M., & Zhang, P., “A person-artefact-task (PAT)
model of flow antecedents in computermediatedenvironments.”
International Journal of Human-
Computer Studies, 59, pp.475–496,2003.
[41]
Skadberg, Y. X., & Kimmel, J. R., “Visitors’ flow experience while
browsing a web site: its measurement, contributingfactors, and
consequences.”, Computers in Human Behavior, 20,
pp.403–422, 2004.
[42]
Costikyan, G. “I Have No Words & I Must Design: Towarda
Critical Vocabulary for Games,” Proceedings of ComputerGames
39
and Digital Cultures Conference, ed. Frans Mäyrä.Tampere:
Tampere University Press, pp.9-33, 2002.
[43]
Hinkel, E., Handbook of Research in Second LanguageTeaching
and Learning, Routledge, pp.317, 2005.
[44]
Dewey J., Experience and education., New York:
CollierMacmillan., 1938.
[45]
Garrison, D.R., Anderson, T., Archer, W., “Critical inquiryin a
text-based environment: Computer conferencing in higher
education,” The Internet and Higher Education 2,
pp.77–105, 2000.
[46]
K. Kiili, “Content creation challenges and flow experience
ineducational games: The IT-Emperor case,” The Internet
andHigher Education, Volume 8, Issue 3, pp.183-198,
3rdQuarter, 2005.
[47]
Pearce, J. M., & Howard, S., “Designing for flow in complex
activity.”, Proceedings of APCHI 2004, Berlin, pp.349–358,2004.
[48]
Miller, G., “The magical number seven, plus or minus two: some
limits on our capacity for processing information.”,
Psychological Review, 63, pp.81–97, 1956.
[49]
Piper, A. M., O''Brien, E., Morris, M. R., Winograd, T., “SIDES: a
cooperative tabletop computergame for social skills
development,” ACM conference onComputer supported
cooperative work, pp.1-10, 2006.
[50]
Dietz, P. , Leigh, D, “Diamond Touch: A Multi-User
TouchTechnology,” ACM Symposium on User Interface
Softwareand Technology, pp. 219-226, November 2001.
[51]
WANG, C. Y., CHEN, C. H., WU, C. J., CHI, Y. L., LEE, J. H., CHEN,
G. D., “Constructing a Digital Authentic Learning Playground by
a Mixed Reality Platform and a Robot,” S. L. Wong et al.
(Eds.)
Proceedings of the 18th International Conference on
Computers in
Education, ICCE press, Dec. pp.121-128, 2010.
40
[52] K. Kiili, “Content creation challenges and flow experience in
educational games: The IT-Emperor case,” The Internet and
Higher Education, Volume 8, Issue 3, pp.183-198, 3rd
Quarter,
2005.