線上古蹟虛擬導覽設計與發展：情境敘事與遊戲化策略

The Design and Development of a Web-Based Virtual Heritage Tour: Constructing Scenario Narrative and Applying Gamified Strategies

文化資產教育的虛擬導覽應用是近年來受到重視的研究議題，基於過去研究提出的虛擬導覽互動設計限制，本研究提出整合情境敘事與遊戲化策略導入古蹟虛擬導覽設計之想法，除了依據資訊系統開發流程的三階段瀑布模式進行分析、設計及實施的工作，並於實施階段納入系統科技接受度（如視覺吸引、感知易用性、感知有用性、虛擬導覽使用意圖、古蹟文化學習意圖）、使用經驗（如認知負荷）及使用行為（如點擊次數與視覺焦點熱區圖）評估，計有42位高等教育學生參與評估。本研究發展的線上古蹟虛擬導覽系統透過真人角色進行敘事導覽，並導入五項遊戲化的設計原則：使命感與呼召、發展與成就感、創造和回饋、擁有和所有權、不確定性與好奇心，以情境故事鋪排的引導，營造更深入的文化資產學習環境。使用行為分析結果發現，多數學習者能隨著敘事引導與遊戲化情境融入，將視覺關注聚焦於興趣點。他們對於本研究系統表達正面的使用態度，其中視覺吸引程度與學習者感知有用性在行為與學習意圖上扮演重要的關鍵角色。本研究發現，學習者的感知內、外在認知負荷程度皆不高，且增生認知負荷感受可能是影響使用態度的重要因素。

Scholars have devoted to exploring the academic issues regarding the application of virtual tour on cultural heritage education. Since past studies have indicated the limitations of the interactive design of virtual tour, this study proposed to integrate scenario narrative and gamified strategies into the design of virtual tour for cultural heritage education. Based on the waterfall model, a web-based virtual heritage tour system was developed through the analysis, design, and implementation phases. We also included the evaluation of learners’ attitudes toward technology acceptance, learning experiences, and learning behaviors with 42 higher education students participating in the research trial. The scenario narrative of the web-based virtual heritage tour was constructed via the guidance of an actor role. Moreover, there were five gamified strategies integrated into the learning system. The results of learning behavior analysis showed that most of the students can visually focus on the points of interest specification set by the narrative. In general, the students showed positive attitudes toward the technology acceptance of the learning system. Specifically, their perceived visual appeal and usefulness played significant roles in usage intention and learning willingness. Regarding the evaluation of learning experiences, the students’ perceptions of intrinsic and extraneous cognitive load were relatively low. The results of the correlation analyses implied that the germane cognitive load may be the dominant factor to affect learning attitudes in the context of cultural heritage touring.