本文選題：大學(xué)生 + 網(wǎng)絡(luò)游戲　； 參考：《浙江理工大學(xué)》2013年碩士論文

【摘要】：近年來(lái)，游戲在電腦，手機(jī)等不同平臺(tái)上都得到飛速的發(fā)展,游戲產(chǎn)業(yè)也已經(jīng)成為許多國(guó)家最大的娛樂(lè)產(chǎn)業(yè)。網(wǎng)絡(luò)游戲在整個(gè)游戲產(chǎn)業(yè)中的扮演著重要的角色，受到越來(lái)越多大學(xué)生的歡迎，成為大學(xué)生中最流行的一項(xiàng)休閑娛樂(lè)活動(dòng)之一。游戲體驗(yàn)是決定一款游戲是否成功的關(guān)鍵因素，因此大學(xué)網(wǎng)絡(luò)游戲體驗(yàn)的研究具有重要的理論價(jià)值和現(xiàn)實(shí)意義。 本研究在文獻(xiàn)查閱、開(kāi)放式問(wèn)卷調(diào)查和焦點(diǎn)小組的基礎(chǔ)之上，編制了大學(xué)生網(wǎng)絡(luò)游戲體驗(yàn)的初測(cè)問(wèn)卷。用初測(cè)問(wèn)卷進(jìn)行施測(cè)，調(diào)查了310名大學(xué)生，然后進(jìn)行項(xiàng)目分析和探索性因素分析，形成大學(xué)生網(wǎng)絡(luò)游戲體驗(yàn)問(wèn)卷，，包括沖動(dòng)感、愉悅感、沉浸感、社交體驗(yàn)和能力感五個(gè)維度，共26個(gè)題項(xiàng)。 用大學(xué)生網(wǎng)絡(luò)游戲體驗(yàn)問(wèn)卷對(duì)浙江理工大學(xué)、杭州電子科技大學(xué)、中國(guó)計(jì)量學(xué)院、浙江工商大學(xué)四所高校的508名大學(xué)生進(jìn)行調(diào)查，并且在20天后對(duì)其中的38名進(jìn)行重測(cè)。然后對(duì)問(wèn)卷的內(nèi)部一致性系數(shù)、分半信度、重測(cè)信度和效度進(jìn)行分析，結(jié)果表明該問(wèn)卷的信度和效度符合心理測(cè)量學(xué)的基本要求，最后研究了大學(xué)生網(wǎng)絡(luò)游戲體驗(yàn)的特點(diǎn)。 在本研究條件下，我們得出如下結(jié)論： （1）、大學(xué)生網(wǎng)絡(luò)游戲體驗(yàn)是一個(gè)多維度的心理結(jié)構(gòu)，包括愉悅感、沉浸感、社交體驗(yàn)、能力感和沖動(dòng)感五個(gè)維度。 （2）、該研究所編制的《大學(xué)生網(wǎng)絡(luò)游戲體驗(yàn)問(wèn)卷》具有良好的信度和效度，可以作為大學(xué)生網(wǎng)絡(luò)游戲活動(dòng)過(guò)程中游戲體驗(yàn)的測(cè)量工具。 （3）、不同消費(fèi)水平的被試在“社交體驗(yàn)”和“能力感”維度上的得分存在顯著性差異；不同年級(jí)的被試在“沖動(dòng)感”和“沉浸感”“社交體驗(yàn)”維度上的得分存在顯著性差異；不同網(wǎng)絡(luò)游戲經(jīng)驗(yàn)的被試在“愉悅感”和“社交體驗(yàn)”維度上的得分存在顯著性差異；不同游戲參與方式的被試在“愉悅感”和“能力感”“社交體驗(yàn)”維度上的得分存在顯著性差異；不同游戲類型的被試在“沖動(dòng)感”“愉悅感”“沉浸感”“社交體驗(yàn)”維度上的得分存在顯著性差異。
[Abstract]:In recent years, the game in computer, mobile phone and other platforms have been rapid development, the game industry has become the largest entertainment industry in many countries. The network game plays an important role in the whole game industry and is welcomed by more and more college students. It has become one of the most popular leisure and entertainment activities among college students. Game experience is the key factor to determine the success of a game, so the study of college online game experience has important theoretical value and practical significance. On the basis of literature review, open questionnaire and focus group, this study compiled a preliminary questionnaire for college students' online game experience. In this paper, 310 college students were investigated with the initial test questionnaire, and then item analysis and exploratory factor analysis were carried out to form the online game experience questionnaire of college students, which included five dimensions: impulse, pleasure, immersion, social experience and ability. There are 26 items. In this paper, 508 college students from Zhejiang University of Science and Technology, Hangzhou University of Electronic Science and Technology, China Institute of Metrology and Zhejiang Industrial and Commercial University were investigated with the online game experience questionnaire, and 38 of them were re-tested 20 days later. Then, the internal consistency coefficient, split-half reliability, test-retest reliability and validity of the questionnaire are analyzed. The results show that the reliability and validity of the questionnaire accord with the basic requirements of psychometrics. Finally, the characteristics of college students' online game experience are studied. Under the conditions of this study, we draw the following conclusions: (1) College students' online game experience is a multi-dimensional psychological structure, including pleasure, immersion, social experience, (2) the questionnaire of college students' online game experience developed by the research institute has good reliability and validity. It can be used as a measuring tool for college students' online game experience. (3) there are significant differences in the scores of social experience and ability among the subjects with different consumption levels; There were significant differences in the scores of the subjects in different grades on the dimensions of "feeling of impulse" and "immersion" and "social experience", and there were significant differences in the scores of "pleasure" and "social experience" between the subjects with different online game experience. There were significant differences in the scores of "pleasure" and "ability" and "social experience" between the participants with different game participation styles. There were significant differences in the scores of different game types in the dimensions of "impulse", "pleasure", "immersion" and "social experience".
【學(xué)位授予單位】：浙江理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G645.5;G449

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本文編號(hào)：2105358