成績期貨市場 – 讓努力被即時反饋的課程遊戲

Abstract

在學生的學習過程中，反饋是一個幫助同學逐步修正的重要過程。反饋越即時效果也越顯著，但課後的反饋則較難達成，因同學對關注程度快速降低。本教學研究致力於開發一全時段且全學期的遊戲，套用遊戲理論的優勢將同學導向自我學習與自動即時反饋的進程上。本計畫以大一必修課「程式設計與資料分析」之同學做主要的研究對象，「成績期貨市場」的遊戲機制首度被開發出來。成績期貨市場將班上每位同學都變成一檔期貨也同時是一名虛擬期貨商，期末總成績則是期貨商品的實價。在期貨交易最終清算前，同學可以用現有的期貨價格持續買賣任何期貨卷來賺取遊戲內的現金，最終由實價(成績)與購入價格差來換算積分。遊戲的核心是透過非零和博弈遊戲來建立，在有限的揭露資訊下，促使同學應用課堂上所學來分析市場走勢以提升勝率。透過訪談共52位同學，發現遊戲化線下學習確實能提升學生之自主學習時數與意願，同學間也會透過討論合作嘗試解開遊戲內部的運算機制。「成績期貨市場」遊戲除建立了一個對於課程表現的即時反饋平台外，也同時是一個讓同學間互動與線下練習課程所學之資訊分析與邏輯思考能力的軟體教材。並且該平台之後台數據分析，可進一步作為全學期教學遊戲之設計參考。 在學生的學習過程中，反饋是一個幫助同學逐步修正的重要過程。反饋越即時效果也越顯著，但課後的反饋則較難達成，因同學對關注程度快速降低。本教學研究致力於開發一全時段且全學期的遊戲，套用遊戲理論的優勢將同學導向自我學習與自動即時反饋的進程上。本計畫以大一必修課「程式設計與資料分析」之同學做主要的研究對象，「成績期貨市場」的遊戲機制首度被開發出來。成績期貨市場將班上每位同學都變成一檔期貨也同時是一名虛擬期貨商，期末總成績則是期貨商品的實價。在期貨交易最終清算前，同學可以用現有的期貨價格持續買賣任何期貨卷來賺取遊戲內的現金，最終由實價(成績)與購入價格差來換算積分。遊戲的核心是透過非零和博弈遊戲來建立，在有限的揭露資訊下，促使同學應用課堂上所學來分析市場走勢以提升勝率。透過訪談共52位同學，發現遊戲化線下學習確實能提升學生之自主學習時數與意願，同學間也會透過討論合作嘗試解開遊戲內部的運算機制。「成績期貨市場」遊戲除建立了一個對於課程表現的即時反饋平台外，也同時是一個讓同學間互動與線下練習課程所學之資訊分析與邏輯思考能力的軟體教材。並且該平台之後台數據分析，可進一步作為全學期教學遊戲之設計參考。

During the learning process of students, feedback is a crucial key that helps students to gradually correct themselves. The more immediate the feedback is, the more powerful the effect is. However, feedbacks after class are more likely to be impeded, and the students’ attention to the course will be immediately zeroed during off-class time. Therefore, the present study was aimed to develop a novel full-time and full-semester game, and the advantages of game theory were utilized to guide students into self-learning with the aid of automatic immediate feedback. In line with the undergraduate compulsory course, "Computer Programming and Data Analysis", as the main research targets, the game mechanism of the "Futures Trading of Grades" was first developed. Futures are a market mechanism for trading future commodities. In the "Futures Trading of Grades" game, every student was turned into a futures brand and a virtual futures merchant at the same time. The course final grade was the value of futures commodities. Before the final settlement of the futures transaction, students could buy or sell others’ or even themselves futures to earn virtual cash in the game, and all the earning will finally be converted into extra-credits of the course. The game mechanism of this futures market is established on nonzero sum games, which encourages students to use the tools learned in the classroom to analyze market trends for maximizing the winning rate. Through interviews with a total of 52 students, we found gamification of offline learning can indeed increase students' independent learning hours and willingness. Students were also trying to solve the internal computing mechanism of the game through discussion and cooperation. In addition to establishing a real-time feedback platform for course performance, the "Futures Trading of Grades" game is also a teaching software that allows students to interact with each other and learn data analysis and logical thinking skills. In addition, the platform's back-end data analysis can be further used as a reference for the design of long-term teaching games.