Exploring the Development of Teenagers’ Emotion Regulation in the Digital Self-Discovery Game
本研究主要是透過情緒九立方腳本架構獨立開發一款角色扮演遊戲─Young Zone，藉由故事結構程序與方法進行遊戲中的情緒腳本創作。遊戲中除以一連串情境抉擇、任務解決及正向寶物蒐集讓個體在遊戲中展現內隱自我價值觀外，更設計情緒歷程系統，個體可一方面進行遊戲，一方面記錄其情緒感受，更可在遊戲結束後反思其遊戲過程中的情緒發展與調節變化。本研究公開招募64位大學生參與實驗，在實驗前一天填寫青少年情緒篩選量表、情緒調節量表、數位諮商成效問卷及滿意度問卷作為前測。正式實驗當天玩家須裝戴生理訊號手錶並閱讀散文以蒐集情緒基模後再進行實驗，結束後接受研究者焦點訪談並填寫後測。研究結果發現，在心率變異與情緒歷程圖間，心率變異可分為三個區間，各區間之心率變異現象亦反映至其情緒歷程圖；其次，研究對象在實驗後，其自我認同、勇氣、同理心、價值觀與情緒調節等諮商議題皆有顯著成效；最後，認為Young Zone的設計是有趣的且具有學習性，從中可獲得「抉擇」、「同理」等的價值觀，認為抉擇時需考量是利他還是利己，以及自身的能力是否足夠，而情緒歷程系統也能帶來反思與分析自身情緒的變化。
This research aims to develop an RPG digital counseling game, Young Zone, based on the architecture of “9 m3 emotion.” It creates the emotional script via the structural process of the story. In the game, a series of situational choices, task solving, and treasure collection enable individuals to show their internal self-value. Moreover, an emotional history system is designed to record players’ emotions when they are playing the game; they can further reflect on changes in their emotional development and regulation after the game. This research invited 64 college students to play Young Zone. They were asked to fill in the Teenager Emotional Screening Scale, the Mood Adjustment Scale, the Digital Consultation Effectiveness Questionnaire, and the Young Zone Satisfaction Questionnaire as a pre-test a day before they played the game. They needed to wear watches showing physiological signals, and to read an article to allow the completion of a basic model of emotion before they played Young Zone on the day of the experiment. After they played the game, they needed to participate in an interview with researchers and answer questions on a post-test. The research results show a relationship between heart rate variability and the emotion history chart. Moreover, a significant effect of Young Zone on self-identification, courage, empathy, values, and mood adjustments was obtained. Players think that this game is interesting and a good learning resource. By playing the game, they learn that they need to consider altruism versus selfishness, and their own ability when they are making choices. The emotional history system further allows them to reflect on themselves and analyze the changes in their own emotions.
|關鍵詞||自我價值探索、情緒調節歷程、數位遊戲式學習、數位遊戲諮商、self-value exploration、emotional regulation process、digital game-based learning、digital game-based counseling|