臺灣博碩士論文加值系統

近年來，遊戲化 (gamification)的思潮在企業與教育等領域正方興未艾。本研究提出一個「有意義之遊戲化架構」，結合目前最新的Web前、後端MEAN (MongoDB, Express, Angular and Node) Stack開發技術於發展一套「有意義之遊戲化線上學習管理系統」，提升學習者參與和投入之動機，達到學習心流的長期學習目標。本研究之遊戲化架構採用了心理學理論中的自我決定理論(Edward L Deci & Ryan, 2011)、心流理論(Csikszentmihalyi, 1974)和FBM模型(B. J. Fogg, 2009)，試圖從激勵學習者短期參與、到維持長期參與之心理因素，進行分析與研究。
本研究採用實測及問卷調查法，研究對象皆為社群網站Facebook之社團JavaScript.tw中成員，共453位學習者參與本系統架設之「有意義之遊戲化線上學習管理系統」，參與HTML5遊戲應用開發框架Phaser.js入門教學，體驗遊戲化學習，系統同時記錄學習者所產生的回饋反應、行為，最後由學習者填寫線上問卷量表，依據網站可用性量表、自我決定理論－基本心理需求量表、內在動機量表，建立符合本研究之研究架構，透過SPSS與SmartPLS統計軟體進行假說驗證，並分析探討各因素間的關係，探討此系統是否能提升學習者之內在動機。
研究結果顯示，「有意義之遊戲化線上學習管理系統」能夠提升學習者之內在動機。本研究亦使用開放式問卷及使用者行為，做深入探討及分析，並提出未來的研究方向。

In recent years, Gamification has been growing rapidly in the fields of business and education. This study proposes a "Meaningful Gamification Framework" and employs MEAN (MongoDB, Express, Angular and Node) methodologies for developing a “Meaningful Gamification Learning Management System” to enhance the motivation of participation and involvement of learners. The gamification framework employs some of famous psychological theorems such as SDT (Deci & Ryan, 2011), flow (Csikszentmihalyi, 1974), and Fogg’s Behavior Model (B.J. Fogg, 2009) to keep students’ learning flow in balance so that the long-term learning objectives of learners can be obtained.
For empirical study of our proposed system, we developed a Phaser game course with the facilitation of our on-line gamification learning management system to teach on-line users coding a mini platform game with Phaser. About are 453 members in JavaScript.tw community of the social networking site in Facebook were recruited to learn to code the mini platform game and test our system on the Web. After completing the test, they were asked to complete three open questions and an online questionnaire containing web usability scale, self-determination theory scale and intrinsic motivation scale, developed in our study to verify our proposed hypothesis. Their learning activities including feedback response generated by the behavior and experience of learning were logged during on-line learning. We use SPSS statistical software and SmartPLS to analyze and to explore the relationship between various factors.
The empirical results show that "Meaningful Gamification Learning Management System" can enhance intrinsic motivation of the learners positively. Also the findings and development guidelines are discussed in depth and we also suggest future research directions for further advanced development.

中文摘要 ii
Abstract iii
誌謝 iv
目錄 v
圖索引 vii
表索引 ix
第一章緒論 1
第一節 研究背景與動機 1
第二節 研究目的 7
第三節 研究範圍 8
第四節 研究限制 8
第五節 章節結構 9
第二章文獻探討及背景 11
第一節 有意義之遊戲化 11
第二節 遊戲化學習管理系統 14
第三節 內在動機 16
第四節 機制模型 24
第五節 遊戲化元素 31
第六節 技術概要 41
第七節 小結 43
第三章研究方法 44
第一節 系統架構與建置 47
第二節 實驗環境設計 49
第三節 Phaser.js教學設計 85
第四節 評估設計 87
第五節 小結 94
第四章實驗設計與資料分析 95
第一節 實驗設計 95
第二節 問卷分析 97
第三節 使用者行為分析 119
第五章結論與建議 121
第一節 研究結論 121
第二節 研究建議 125
參考文獻 128
附錄A：研究調查問卷 135
附錄B：開放式問卷 139
附錄C：技術使用 140

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