運用資訊科技來輔助學習已是重要的趨勢。而數位遊戲式學習或數位悅趣式學習（Digital Game-based Learning）是近年來熱門的研究領域之一，已普遍使用在各個年齡層之學習。現今熱門的線上遊戲，往往對使用者有極大的吸引力，可以激發使用者呈現非常高的投入程度，而數位遊戲式學習或數位悅趣式學習雖已行之有年，但是目前仍較缺乏可以吸引學習者注意力且讓學習者沉浸於學習過程中的元素。因此，本研究探討現今線上遊戲如此吸引使用者的特性後，發現現今熱門的線上遊戲大多具備競爭機制於遊戲中；此外，研究者觀察到，傳統的競爭活動設計多為指定式分組的方式，將學生分為數個組別進行合作或競爭，較缺乏一個更貼近於學生的競爭情境。因此，本研究利用現今線上遊戲所具備之高度動機的競爭機制，配合台灣北部T大學與C大學間的傳統梅竹賽的實際競爭情境，建置一數位遊戲學習系統，稱為「梅竹Game Online」。「梅竹Game Online」之教學內容旨在介紹梅竹賽的歷史與文化背景以及T大學與C大學兩校之特色，期望透過本系統，能夠更加的提升兩校學生對於學校的了解程度與認同感，並且期望透過競爭機制與梅竹賽實際競爭情境的相輔相成下，能夠提高學生的學習動機以及活動參與、投入程度。
為了解「梅竹Game Online」實際之成效，本研究以T大學與C大學共88為大一新生為研究對象，於2012年11月至2012年12月間，實際使用「梅竹Game Online」數位遊戲學習系統兩週的時間進行「線上梅竹賽」，並後續透過量化與質化的資料分析其對學生學習成效以及競爭機制與實際競爭情境對學習動機之影響。研究成果歸納為以下幾點：（1）本系統能夠提高學生的學習成效，尤以低認知的學生最為顯著；（2）競爭機制與後測分數呈現顯著正相關，高排行榜使用度組的進步程度較大（3）本研究所設計之競爭機制與實際競爭情境能夠增加學生的參與、投入程度，並激發學生的學習動機。
總結以上，本研究認為競爭機制與實際競爭情境應用在遊戲活動設計中，能夠對學生學習動機與參與、投入程度產生正面的影響，但學生會因為競爭機制而產生較特殊的學習現象，本研究將針對改善這些學習現象提出未來的研究建議。

Digital game-based learning is one of popular research fields and also a learning method commonly used in all ages. Today, the popular online games are often highly attractive to users and can stimulate high engagements. Although the digital game-based learning or educational games have already been widely used for years, how to make the games to become very attractive, immersive, etc, is still worthy of exploration. We found that most of those popular online games have competitive mechanism in the game. In addition, we also found that most of traditional competitive activities often divide students into several groups for cooperation and competition. This method often lacks of a competitive environment that get students into the situation. Thus we proposed to design and implement a digital game-based learning system, called Mei-chu game online. This game applies competitive mechanism and combines with the real-life competitive environment of traditional inter-school competition between T and C university in northern Taiwan. Through Mei-chu game online, we hope that the game can inspire students’ learning motivation and enhance students’ engagement.
In order to know the effects of using Mei-chu game online, 88 college freshmen from T and C universities participated in this experiment from November 2012 to December 2012.The 88 students used Mei-chu game online learning system for two weeks. After analyzing the data and feedback, the research finding shows that: (1) Mei-chu game online can improve students’ learning outcomes, especially for the students with lower cognitions; (2) Competitive mechanism and the score of post-test present a significant positive correlation; (3) The competitive mechanism and the real-life competitive environment can enhance the degree of involvement and engagement so that they can inspire students’ learning motivation.
In summary, both competitive mechanism and the real-life competitive environment have positive effects in this study. Finally, the research indicate some improvement suggestions

第一章 緒論
1.1 研究背景
1.2 研究動機與目的
1.3 研究問題
1.4 研究範圍與限制
1.5 重要名詞解釋
1.6 研究內容架構
第二章 文獻回顧
2.1 悅趣化學習
2.1.1 遊戲的定義與種類
2.1.2 遊戲與學習
2.1.3 數位遊戲式學習相關理論
2.1.4 數位遊戲式學習設計
2.1.5 小結
2.2 動機理論
2.2.1 動機的定義與分類
2.2.2 學習動機理論
2.2.3 各學派學習動機觀點
2.2.4 小結
2.3 競爭
2.3.1 競爭與遊戲學習
2.3.2 競爭式遊戲學習相關案例回顧
2.3.3 小結
第三章 研究方法
3.1 研究架構
3.2 研究情境
3.3 研究對象
3.4 研究流程
3.5 資料蒐集與分析
3.5.1 資料蒐集
3.5.2 資料分析
3.5.3 問卷量表信度
第四章 系統設計
4.1 「梅竹Game Online」數位遊戲學習系統開發環境
4.2 Flash Remoting技術
4.3 「梅竹Game Online」功能架構與遊戲流程
4.3.1 系統功能架構
4.3.2 遊戲流程
4.3.3 系統實際畫面
4.4 競爭機制架構與功能
4.4.1 融入實際競爭情境
4.4.2 強調團隊競爭
4.4.3 排行榜呈現方式
第五章 資料分析與討論
5.1 受測學生背景資料分析
5.1.1 受測學生背景分析
5.1.2 受測學生電腦及網路使用程度調查
5.1.3 受測學生梅竹賽的相關背景調查
5.1.4 小結
5.2 「梅竹Game Online」數位遊戲學習系統成效分析
5.2.1 前、後測成績分析
5.2.2 排行榜使用程度與進步程度相關性分析
5.2.3 前、後測成績組內差異分析
5.2.4 排行榜使用程度與後測分數組內差異分析
5.2.5 小結
5.3 競爭機制融入教育遊戲之感受與行為探討
5.3.1 融入競爭機制對學習動機之影響
5.3.2 競爭機制結合實際競爭情境的影響分析
5.3.3 顯示高分玩家模組功能分析
5.3.4 暱稱、遊戲與壓力關係
5.3.5 競爭機制對受測學生遊戲行為之影響分析
5.4 競爭機制設計之滿意度分析
5.5 討論
第六章 結論與建議
6.1 結論
6.2 研究建議與未來展望
6.2.1 競爭機制與功能設計
6.2.2 實驗活動設計
6.2.3 未來展望

中文文獻：
王千濤（民89）。電腦支援問答競爭學習遊戲設計之探索（未出版之碩士論文）。國立中央大學，桃園縣。。
王克先（民76）。學習心理學。苗栗縣：桂冠圖書。
江孟真（民95）。設計與實作一個使用不對等策略之小組數學練習競爭式數位遊戲（未出版之碩士論文）。國立中央大學，桃園縣。
金永強（民99）。競爭式學習應用於英語單字學習成效之研究-以國小六年級為例（未出版之碩士論文）。國立虎尾科技大學，雲林縣。
林富偉（民95）。國小學童遊戲式英語數位學習環境研發暨實施之研究（未出版之碩士論文）。國立清華大學，新竹市。
洪偉珍（民102）。研繪網路四格漫畫增強速識中華傳統節慶之研究（未出版之碩士論文）。國立清華大學，新竹市。
洪暉鈞（民97）。建構競爭合作式英文字彙接龍遊戲於可攜式載具之研究（未出版之碩士論文）。國立清華大學，新竹市。
孫春在（民102）。遊戲式數位學習。台北市：高等教育。
孫春望（民87）。1997童話幻想曲：合作式電腦遊戲設計。教學科技與媒體，37，2-9。
陳紅兵、張春莉（譯）（民94）。教育心理學（原作者：A. Woolfolk）。南京：江蘇教育出版社。（原著出版年：2001）
梁朝雲、陳德懷、楊叔卿和楊接期（民97）。「悅趣化數位學習」研究宣言。民102年4月1日，取自：http://e-learning.nutn.edu.tw/
張春興（民91）。教育心理學。台北市：東華。
張靜儀（民94）。國小自然科教學個案研究-以ARCS動機模式解析。科學教育學刋，13(2)，191-216。
馮光正（民94）。Joyce 2：一個在一對一數位教室環境下之小組競爭遊戲（未出版之碩士論文）。國立中央大學，桃園縣。
葉重新（民102）。教育心理學。台北市：心理。
黃智偉、林素華（民95）。國中學生自然科學習動機量表之編製。中華民國第22屆科學教育學術研討會，國立台灣師範大學。
雷莎拉（民100）。加強國際學生華語口說能力與學習動機之悅趣式行動學習系統研發（未出版之碩士論文）。國立清華大學，新竹市。
蔡佩君（民96）。融入競爭理論的論證取向教學提升學生的論證能力、學習動機與自我效能之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
韓佳玲（民90）。網路匿名競爭對學習經驗之影響（未出版之碩士論文）。國立成功大學，台南市。
資策會（民101）。2012年台灣寬頻網路使用調查報告。民102年4月1日，取自：http://www.twnic.net.tw/download/200307/20120709d.pdf

英文文獻：
Anderson, J. R. (2006). On cooperative and competitive learning in the management classroom. Mountain Plains Journal of Business and Economics, Pedagogy, 7, 1-10.
Boyce, A., & Barnes, T. (2010). BeadLoom Game: Using Game Elements to Increase Motivation and Learning. In Proc. Fifth International Conference on the Foundations of Digital Games, 25-31.
Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Erlbaum.
Butler, R., & Kedar, A. (1990). Effects of intergroup competition and school philosophy on student perceptions, group processes, and performance. Contemporary Educational Psychology, 15(4) 301-318.
Caillois, R. (1961). Man, play, and games. New York: The Free Press.
Cheng, Y. M., Lou, S. J., Kuo, S. H., & Shih, R. C. (2013). Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education. Australasian Journal of Educational Technology, 29(1).
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper Row.
Deci, E.L., Betley, G., Kahle, J., Abrams, L. & Porac, J. (1981) When trying to win: competition and intrinsic motivation. Personality and Social Psychology Bulletin, 7, 79-83.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Dempsey, J., Lucassen, B., & Rasmussen, K. (1996). The instructional gaming literature: Implications and 99 sources. University of South Alabama, College of Education, Technical Report No. 96-1.
Ebner, M. & Holzinger, A. (2007). Successful Implementation of User-Centered Game Based Learning in Higher Education: An Example from Civil Engineering. Computers & Education , 49, 873-890.
Furió, D., GonzáLez-Gancedo, S., Juan, M., Seguí, I., & Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers & Education, 64, 1-23.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(4), 441-467.
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy, New York: Palgrave/Macmillan.
Gee, J. P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, 8, 15-23.
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002). Instructional media and technologies for learning. Upper Saddle River, NJ: Pearson Education.
Herz, J.C. (1997). Joystick Nation. How videogames ate our quarters, won our hearts, and rewired our minds. Princeton, NJ: Little Brown & Company.
Johnson, D. W., & Johnson R. T. (1991). Learning together and alone. Cooperative, Competitive, and individualistic learning. Boston: Allyn and Bacon.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Regality (Ed.), Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum.
Kelley, D. (1988). The Art of Reasoning. New York: W. W. Norton & Company.
Lawrence, R. (2004). Teaching data structures using competitive games. . IEEE Transactions on Education, 47(4), 459-466.
Lepper, M. R., & Malone, Th. W. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analyses. Hillsdale, NJ: Lawrence Erlbaum.
Lin , K. C., Wu , T. K., and Wang, Y. B. (2011). Developing a web-based and competition-based quiz game environment to improve student motivation. Journal of Networks, 6(5), 736-742.
Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9, 371-408.
Maslow, A. H. (1970). Motivation and personality. New York: Harper & Row.
Malone, T.W. (1981) Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369.
O'Donnell, A. M., Reeve, J. M., & Smith, J. K. (2007). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons.
Paras, B., & Bizzocchi, J. (2005). Game, motivation, and effect learning: An integrated model for educational game design. Proceeding of DiGRA 2005.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, New Jersey: Prentice Hall.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2002). The motivation of game play. The real twenty-first century learning revolution. On the Horizon, 10(1), 5-11.
Rapeepisarn, K., Wong, K.W., Fung, C.C., & Depickere, A. (2006). Similarities and Differences Between “Learn Through Play” and “Edutainment”. In Proceedings of the 3rd Australasian Conference on Interactive Entertainment, Perth, Australia. 28-32.
Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
Regueras, L. M., Verdu, E., Munoz, M. F., Perez, M. A., de Castro, J. P., & Verdu, M. J. (2009). Effects of competitive e-learning tools on higher education students: A case study. IEEE Transactions on Education, 52(2), 279-285.
Regueras, L. M., Verdu, E., Verdu, M. J., & Castro, J. P. (2010). Design of a Competitive and Collaborative Learning Strategy in a Communication Networks Course. IEEE Transactions on Education, 99, 1-6.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol, 25, 54-67.
Siang, A. C., & Rao, R. K. (2003). Theories of learning: A Computer Game Perspective, In IEEE International Symposium on Multimedia Software Engineering, 239-244.
Skinner, B.F.(1950). Are theories of learning necessary? Psychological Review, 57, 193-216.
Song, H., Kim, J., Tenzek, K. E., & Lee, K. M. (2013). The effects of competition and competitiveness upon intrinsic motivation in exergames. Computers in Human Behavior, 29(4), 1702-1708.
Stipek, D. (1998). Motivation to learn: From theory to practice. Boston: Allyn and Bacon.
Sweeters, W. (1994). Multimedia electronic tools for learning. Educational Technology, 34(5), 47-52.
Wei, Y. J., Lin, Y. S., Hung, S. C., & Young, S. C. (2012). Design of a Flash-Based 3D Game to Motive Active Learning and Inspire Teamwork on Inter-Campus Competition. Information Science and Digital Content Technology, 3, 593-598.
Wei, Y, J., & Young, S. C. (2012, Dec). Design of a Competitive Method to Inspire Learning Motivation by Integrating Actual Competitive Environment into Educational Game: Take Mei-Chu Game for Example. Paper presented at 2012 International Conference on Innovative Education and Computer and Network Technology in Education (2012 ICIE & CNTE). Taiwan: National Hsinchu University of Education. (In Chinese).
Whitton, N. (2007). Motivation and computer game based learning. Proceeding of Ascilite, 1063-1067.
Yu, F. Y. (1998). The effects of cooperation with inter-group competition on performance and attitudes in a computer-assisted science instruction. Journal of Computers in Mathematics and Science Teaching, 17(4), 381-395.
Yu, F. Y., Chang, L. J., Liu, Y. H., & Chan, T. W. (2002). Learning Preferences towards Computerized Competitive Modes. Journal of Computer-Assisted Learning, 18(3), 341-350.