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研究生： 梅曼麗
Mayne, Brittany
論文名稱： 超越遊戲的行為: 桌上型遊戲與使用者個性之遊戲化研究
Beyond the Behavior of Play: Gamification Study on Boardgame Design and User Personality
指導教授： 劉世南
Liou, Shyh-Nan
學位類別： 碩士
Master
系所名稱： 規劃與設計學院 - 創意產業設計研究所
Institute of Creative Industries Design
論文出版年： 2019
畢業學年度： 107
語文別： 英文
論文頁數： 175
外文關鍵詞： Board games, Rpg tabletop game games, Learning, Entertaining Games, Serious Games, Avatars 
相關次數： 點閱：159  下載：5 
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    • 棋盤遊戲和桌面遊戲在遊戲和學習中發揮強大影響力。像“龍與地下城”這樣的桌面遊戲因其在玩家，粉絲和研究人員之間的媒體效應而受到歡迎。棋盤遊戲與常規棋盤遊戲，如Monopoly, Stratego, Pandemic等，因為他們完善的遊戲機制以及簡單的敘述呈現，使它們廣受歡迎。這些遊戲的主題在設計時展示了一些現實世界的元素，如信息，知識和美學;桌面和棋盤遊戲經常是教師吸引學生在課堂上學習的方式。雖然桌面遊戲迄今為止最常以RPG的手法表現，但Monopoly，Pandemic和其他角色遊戲與非角色遊戲仍具有一定的質量與特點，使其在課堂設置中能帶來益處。支持此遊戲方法的教師因此創建社區並自己進行研究，以增加在這些遊戲中發現的遊戲化價值。在這項

    Boardgames, Monopoly, Stratego, Pandemic, D&D, have been well-established in the Global market. Monopoly and Dungeons and Dragons existed for decades, having kept the loyalty of consumers with entertainment and trust. Both Monopoly and Dungeons and Dragons demonstration intrinsic and extrinsic game-element. Monopolies extrinsic game-mechanic focus on strategizing and consequences. Dungeons and Dragons D&D is a roleplaying tabletop boardgame with social and creative game-elements. Both games have gained notoriety for their strong influence in social and cognitive engagement among users.
    Monopoly and D&D have found multiple success in the education field, the game-elements used as resource for education. Teachers use the online community to support other educators to find different teaching methods. Online website, TeachingWithDnD, and BoardgameGeeks are some of the platforms connect educators in support of boardgames as educational resource. The Octalysis Gamification Framework game-elements and techniques can be analyzed.
    Gamification uses intrinsic and extrinsic elements to encourage engagement and interaction with a products or services. Scoreboards, achievement-point, and level-up are common game-elements often used as motivation to keep player engaged. The research also aims to identify specific game-elements educators are motivated to use a resource for their student. Users personality are compared with their interest of game-mechanic are used to identify the community necessity of the game.

    Contents Abstract ii ACKNOWLEDGEMENT iv TABLE OF CONTENT v FIGURE LIST 1 TABLE LIST 4 Chapter 1: INTRODUCTION 5 1.1 Background 5 1.1.1 History of Tabletop Board games and 5 1.1.2 Classic Boardgame: Monopoly 6 1.1.3 Roleplay Tabletop Game (Rpttg): Dungeon and Dragons 8 1.2 Motivation 9 1.1.1 Fantasy Games in Learning Environment 10 1.1.2 Hard and Soft Skills 10 1.3 Research Scope 11 1.1.1 Research Statement 11 1.1.2 Research Goal 11 Chapter 2: LITERATURE REVIEW 13 2.0 Roleplay Games 13 2.1 Manufactured Board Game 13 2.2 Gamification Framework 14 2.3 Octalysis Gamification Framework 14 2.4 Monopoly: Black Hat Motivation 16 a. Unpredictability: Rolling Reward 17 b. Loss and Avoidance: Rightful Heritage 18 c. Scarcity: Sunk Cost 19 2.5 Dungeons and Dragons: Intrinsically Motivating 19 d. Epic Meaning: Narrative 20 e. Accomplishment: Achievement Symbols 21 f. Empowerment of Creativity 21 2.6 Related Core drives: Social Influence and Ownership 22 g. Monopoly: Ownership Technique 22 i. Ownership: Monitor Attachment 22 ii. Ownership: Collection Set 23 h. Dungeon and Dragons Ownership Technique 23 i. Ownership: Monitor Attachment 23 ii. Ownership: Build-from-Scratch 25 2.7 Social Influence 26 i. Dungeons and Dragons Social Influence Techniques 26 i. Social Influence: Group Quest 26 ii. Social Influence: Mentorship 27 2.8 Water Coolers: Social Norm in Community Forms 28 Chapter 3: Methodology 29 3.1 Case Study 29 3.2 Theory Driven Analysis 29 3.3 Fantasy Analysis: Symbolic Convergence Theory 29 3.4 Data Collection Methods 30 3.1.1 Content Analysis 30 3.1.2 Archival Records 30 3.1.3 User Interview 30 3.1.4 Expert Interview 31 3.1.5 Overview and Suggestion 32 Chapter 4: Study One Data Results 33 English Teacher 33 English Teacher 33 4.1. Expert and Users Motivation 33 4.1.1. Dungeons and Dragon Expert and User 33 4.1.2. Monopoly’ Users and Teachers 34 4.2. D&D White Hat Motivation 35 4.2.1. Social Influence and Epic Meaning 36 j. Group Quest 36 4.2.2. Ownership and Possession 39 a. Building from Scratch 39 4.2.3. Development and Accomplishment 41 a. Achievement Symbols 41 4.2.4. New Insight from User Interview 42 a. Mentorship and Watercoolers 43 4.3. Monopoly: Black Hat Motivation 45 4.3.1. Social influence and Ownership 46 a. Social Influence: Social Familiarity 46 b. Loss and Avoidance 47 4.3.2. Ownership 49 4.4. Lack of Users’ Empowerment of Creativity 50 4.5. Study One Summary 51 Chapter 5: Study Two; Big 5 Personality 52 5.1 Survey Summary 52 5.1.1. Tabletop Game Findings 53 a. Openness 53 b. Narrative and Character Creation 53 5.1.2. Boardgame Findings 56 a. Openness and Agreeability 56 Chapter 6: Conclusion 59 6.1 Research Objective 59 6.1.1 Game and Market Analysis 59 k. Monopoly 59 a. Dungeons and Dragons 60 6.2 Study One 61 6.3 Study Two 61 l. Boardgame Community 61 i. Social influence and Ownership: 61 b. Roleplay Tabletop Game Community 62 ii. Social influence and Ownership: 62 6.4 Future Research Suggestions 62 a. Tabletop Games: 62 b. Big 5 62 c. Communities and Social Influence: 62 d. Other Board games: 63 e. Competitive vs Cooperative Board games: 63 f. Educational Games vs Entertainment games: 63 Reference 65 Appendix 1: First Stage Interview 67 Appendix 2: Second Stage – Big 5 and Designer/Player Interview 71 Appendix3: Boardgame Survey 79 Appendix4: Tabletop RPG Boardgame 94 Appendix5 Correlation Test: Boardgame Community 109 Appendix6: Correlation Test: Tabletop RPG Community 110 Appendix 7: DnD Chatroom 111 Appendix 8: Monopoly BoardgameGeeks Chat Forum 116

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