2011/4/27 Paper閱讀摘錄

2.Literature review
2.1.Motivation
There seems to be a stark contrast between students’ motivation to do the work required in-school and other settings and their motivation to do the work required to win a video game. While many would identify the content of the games as the reason for elevated motivation,others would argue that it is actually the process of game play which is more engaging to the students(Prensky,2002). Csikszentmihalyi(1978) develveloped a theory of motivation known as ‘‘flow,” which has since been applied to engagement in videogames(e.g. Bowman,1982;Choi&Kim,2004;Voiskounsky,Mitina,&Avetisova, 2004).According to this theory, flow may occur when a person is engaged in an activity that has clear goals,provides clear feedback, and when the balance between the person’s skills and the level of challenge are such that the person is able to completely focus on the task at hand(Csikszentmihalyi,1997). In this state, people may experience a unique sense of purpose and may become so engaged in the activity that they are less aware of the passage of time.

2.Literature審查
2.1.Motivation
似乎有一個鮮明的對比學生的學習動機需要做的工作，在校生和其他設置和他們的動機需要做的工作贏得了視頻遊戲。雖然許多人會確定內容的遊戲，高架動機的原因，其他人則認為，它實際上是玩遊戲的過程更重要的是參與的學生（Prensky，2002）。森特米哈伊（1978）develveloped理論的動機稱為 ''流“，它已經被應用到參與的電子遊戲（如鮑曼，1982;彩及金，2004年; Voiskounsky，Mitina，＆Avetisova，2004）。根據這一理論，流可能會發生當一個人從事一種有明確的目標，提供了清晰的反饋，當平衡的人的技能和水平的挑戰是這樣的人能夠完全專注於手頭的工作（森特米哈伊， 1997年）。在這種狀態下，人們可能會遇到獨特感的目的，並可能成為這樣的活動，從事他們不太了解的通過時間。

At first,structural aspects of games,such as graphics,music,and interesting surprises,were studied to account for high motivation in players. More recently, and as flow theory has become connected with video game play,internally-based reasons for motivation are being considered in more depth. Ryan,Rigby,and Przybylski(2006) concluded that motivation for playing video games is primarily psychological, with enjoyment stemming from such features as autonomy and competence in game play. When games are designed to respond to the player it increases their ability to attract the player within the first few minutes, thus elevating motivation to continue and learn the game(Buchanan,2007). Capturing students’ attention and interest and keeping them engaged is not always the primary goal of the classroom teacher, while it is of primary importance to the video game designer(Prensky,2002).

起初，結構方面的遊戲，如圖形，音樂和有趣的驚喜，進行了研究，佔高動機的玩家。最近，作為流動理論已成為連接與視頻遊戲，內部動機的原因正在審議更加深入。瑞安，裡格比和Przybylski（2006）認為，動機主要是玩電子遊戲的心理，帶著快樂緣於等特點，在自主性和能力的遊戲。當遊戲的目的是響應球員提高了他們的能力，以吸引玩家的最初幾分鐘內，從而提升動力繼續學習的遊戲（布坎南，2007）。捕捉學生的注意力和興趣，讓他們從事的主要目標並不總是在教室的老師，而這是最重要的遊戲設計師（Prensky，2002）。

In examining motivation in playing specifically sports-related video games, Kimand Ross(2006) identified seven dimensions involved in participants’ game play motivation:knowledge, application, identification with sport, fantasy, competition, entertainment, social interaction, and diversion. These dimensions also correspond with several of those identified for the current study. All of these dimensions are more closely related to psychological and cognitive factors than to specific game design.

在研究中發揮特別的動機與體育有關的視頻遊戲，Kimand羅斯（2006年）確定的七個方面參與了參與者的遊戲動機：知識，應用，鑑定與體育，幻想，競爭，娛樂，社交互動和轉移。這些方面也與幾個這些確定了這項研究。所有這些方面都更密切相關的心理和認知因素，而不是具體的遊戲設計。

One possible problem with approaching motivation from either the perspective of game structure or that of psychological motivation  is the possibility that games must be designed in such a way as to elicit these feelings and responses from the player, thus involving both game design and intrinsic motivation. Gackenbach(2007),however, examined this possibility and did not find any relationship between structural characteristics of games and the experience of psychological flow during game play, suggesting that motivation may be possible for all types of video games.
In this study,the focus is on children’s own perceptions of their
motivations for playing video games. While the psychological underpinnings of motivation in video game play have been studied a great deal, there have been few investigations of children’s own perceptions and thoughts about why they play video games.

一個可能的動機問題，無論是從臨近的角度，遊戲結構或那樣的心理動機是，這個遊戲的設計必須以這樣一種方式，以引起這些感受和反應的球員，因此同時涉及遊戲設計和內在動機。Gackenbach（2007年），但是，研究這種可能性，並沒有發現任何結構特徵之間的關係和經驗的遊戲心理流在遊戲中，這表明可能的動機可能是對所有類型的視頻遊戲。
在這項研究中，重點是在兒童自身的看法
玩電子遊戲的動機。雖然心理基礎的動機在視頻遊戲已被研究了很多，很少有過調查的兒童自身的認識與思考為什麼他們玩視頻遊戲。