在藝術與設計科系的課程中色彩學被視為非常重要的核心基礎，且被列為必修課程之一。但是傳統色彩教學方式較偏重科學系統性講解¬¬，此種教學方式雖然提供了學生完整色彩的理論，但缺乏將原理轉換成實際運用的知能，希望藉由擬定有效之教學設計，結合數位遊戲中情境模擬與所見即所得的特性，結合數位遊戲與色彩教學應用在課堂之中。
目前許多影像處理軟體與商業遊戲，都有提供玩家自行設計遊戲角色(game character)與場景的功能，除了玩家可為遊戲角色選配一些搭配的物品外，亦可為角色與其配件搭配各式各樣不同的顏色。本研究應用遊戲「模擬市民3」之角色、場景客製化功能，進行色彩教學與配色練習，期能探討商業遊戲應用於色彩教學與配色練習之可行性與其學習成效。
本研究採用前實驗設計，以臺北市立教育大學視覺藝術學系的學生為實驗對象。研究共分兩階段進行，第一階段應用數位繪圖軟體進行色彩教學與配色練習，第二階段則應用數位遊戲「模擬市民3」之角色、場景客製化設計功能，進行色彩教學與配色練習，經由前、後測之量化比較分析，研究結果發現：

一、「模擬市民3」之角色、場景客製化設計功能，具情境模擬與即時回饋等特性，能符合色彩教學與配色練習之需求。
二、學生是否具有遊戲經驗，以及遊戲難易度不同等因素，並不會影響學生對於遊戲的操作以及配色的練習。此外，使用繪圖軟體或是採用數位遊戲進行色彩教學與配色練習，具有類似的學習效果。
三、進一步比較藉由軟體以及數位遊戲進行色彩教學與配色練習發現，應用「模擬市民3」對於學生配色練習具有顯著成效。
學生對於使用「模擬市民3」進行色彩配色練習，普遍反應相當好。藉由該遊戲進行色彩練習，不但能帶給學生樂趣，亦能增強學生學習色彩的興趣與動機。透過「模擬市民3」的遊戲操作、配色適切性及整體學習觀感來預測色彩教學與配色練習實施成效，其迴歸分析之總變異量解釋力達66%，由此得之學生對於模擬市民3遊戲操作與配色練習適切性的滿意度越高，相對地色彩教學與配色練習實施成效也愈高，且能達到不錯的解釋力。最後，本研究針對採用數位遊戲進行色彩教學與配色練習提出具體建議，希冀能做為爾後相關研究之參考。

Nowadays, many digital games provide possibilities for users to design their own game characters and scenes. Some games, such as The Sims 3(TS3), even equip with color picker design tool for users to customize their colors theme while designing their own characters and scenes.
Adopting the color picker design tool of the digital game TS3, this research was conducted to discuss the appropriation and learning effects of integrating digital game into Chromatics teaching.
This research used pre-experimental designs. The objects of study are the Visual Arts students at Taipei Municipal University of Education. There are two phases on the process: Phase 1, the researcher used digital software “Photoshop” and “Illustrator” to conduct Chromatics teaching and color matching. Phase 2, the researcher applied the color picker design tool of TS3 to conduct the same procedure. The result shows as below based on the pre-tests and post-tests:

1.The color picker design tool of TS3 can simulate situations and provides real-time feedback, which fulfills the requirement of Chromatics teaching and color matching practices.
2.It is not a critical issue that whether the students were experienced in digital games would affect their learning effects on color matching. Moreover, the study indicates the resembling learning effect on applying digital software and digital games to Chromatics teaching and color matching.
3.The result of study also shows that the color picker design tool of TS3 has led to a significant outcome in students’ color matching practice.
The students provide positive feedback in utilizing TS3 for color matching practices. The process of adopting the color picker design tool of digital game can not only amuse but also motive students’ interest in learning color matching. In addition, the predictability of explained variances reached the number of 66%, among game operating, color matching appropriation, and learning response for the efficiency of digital game infused into Chromatics teaching and color matching. Finally, the research provides suggestions for further studies in applying digital games to Chromatics instruction and color matching.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 4
壹、研究目的 4
貳、待答問題 4
第三節 名詞釋義 5
第四節 研究範圍與限制 5
第五節 預期貢獻 7
第二章 文獻探討 8
第一節 色彩教學 8
一、色彩學概述 8
二、傳統色彩教學 9
三、色彩教學相關研究 10
四、資訊科技融入色彩教學 12
第二節 數位遊戲與學習 14
一、數位遊戲定義與類型 14
二、數位遊戲特性與學習 18
三、模擬式遊戲 23
四、數位遊戲應用於學習之相關理論 27
第三節 學習動機理論 37
一、學習動機定義與概述 37
二、動機設計模式相關研究 41
三、動機設計模式運用在教學之相關研究 45
第三章 研究設計與實施 47
第一節 先導研究 47
一、研究設計 47
二、研究結果 49
三、結論與建議 53
四、先導研究之發現與修正 54
第二節 研究架構 55
第三節 研究對象 58
第四節 研究設計 59
第五節 研究及教學工具 59
第六節 實驗教學設計與實施 70
第七節 資料處理與分析 71
第四章 研究結果 73
第一節 模擬市民3之遊戲特性與配色練習適切性之分析 73
第二節 繪圖軟體與數位遊戲融入色彩教學與配色練習之實施成效 80
第三節 遊戲操作與配色練習之適切性對色彩學習整體實施成效之分析 86
第四節 綜合討論 89
第五章 結論與建議 94
第一節 研究結論 94
第二節 建議 96
參考文獻 100
中文部分 100
英文部份 104
附錄 110
附錄一 數位遊戲融入色彩教學評量問卷─先導研究 110
附錄二 色彩教學與配色練習實施成效問卷 112
附錄三 模擬市民3遊戲操作與配色練習適切性調查 114
附錄四 數位遊戲融入色彩教學與配色練習研究施測及訪談同意書 116

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