臺灣博碩士論文加值系統

本研究透過文獻調查，從數位遊戲科技之發展與作用進行探討，萃取遊戲之互動、沉浸、動機提昇等設計機制與策略，將遊戲化過程應用於設計與建構一數位平台並應用於課堂活動與管理，以提昇小學生對於主題內容或目標活動之動機興趣與互動參與，並探討對其目標課堂行為之影響。實驗歷時2.5個月，共4個班級110位學生及各班導師加上1位共同電腦教師參與，終獲87位有效學生樣本。後經觀察記錄、學生問卷、半結構式訪談等意見，及參考實驗平台內部資料庫之學生個別歷程量化數據，與教師挑選訪談之學生23位，以質性研究為主、量化資料為輔、三角互相驗證的實驗研究法，嘗試推導出本案例中遊戲化機制與平台設計對學生課堂行為之影響。研究結果指出，遊戲化機制在學生正向課堂行為的增進，以及問題行為的頻率、強度與延續時間的改善上，具有成效。而虛擬與現實交互作用的獎勵形式、點數轉換機制以及教師實施遊戲化活動挑戰的策略，為相對重要的遊戲化機制設計。另外半數以上受訪教師建議提供權宜性懲罰機制，雖然與遊戲化欲結合的人類需求有所牴觸，然而運用在小學生課堂管理的實務操作上，咸認有其必要性。

This research tries to explore the possibility of using gamification to enhance the motivation, interaction and engagement of the students in the elementary school toward designated content or activities in the classroom context, in other words, using gamification as the classroom management tool. A gamification platform was designed and implemented into the experiment. 110 fifth graders from four classes with the four teachers of each class and one computer subject teacher participated in the experiment for two and half months, finally 87 valid student samples were retrieved and analyzed, and 23 were interviewed. The triangulation method was used to verify the findings. Data were collected from the teachers’ observations, the survey responded by the students, the semi-structured interviews with all the participated teachers and the students, and all are tailored to the students’ behavioral changes. The results reveal that the gamification has positive impacts on enhancing the students’ positive classroom behaviors and decreasing problem behaviors regarding frequency, intensity and duration. The top ranking game mechanics were found as the tangible and virtual rewards, point, and challenges with gameful design. Although punishment mechanic is not listed as one of the human desires in gamification, more than half of the participated teachers suggested including it with careful design and strategy in the system, because it is practically necessary for the classroom management in the elementary school.

Table of contents
摘要 i
ABSTRACT ii
Table of contents iii
Chapter 1. Introduction 1
1.1 Background and motivation 1
1.2 Objectives and research questions 4
1.3 Scope and limitation 5
Chapter 2. Related works 7
2.1 Literature search 7
2.2 The definition of gamification 14
2.3 Game design elements 16
2.4 Human motivation 20
2.5 Gamification in action 23
2.5.1 Gamification guidelines, mechanics and Toolkits 24
2.5.2 Gamification applications on the internet 27
2.5.3 Online gamification for education 33
2.5.4 Gamification for academic dissemination 43
2.6 Summary of literature review 54
Chapter 3. Research design 57
3.1 Structure, participants and methods 57
3.2 The experiment procedure 61
3.3 Research instruments 65
3.3.1 The gamification platform 65
3.3.1.1 The classroom management 67
3.3.1.2 The virtual gaming world 69
3.3.2 Survey and interviews 80
3.3.3 The system database 81
Chapter 4. Results and discussion 83
4.1 Analysis of the survey 83
4.1.1 Enhancement of the positive classroom behaviors 84
4.1.2 Impact on the frequency of the problem classroom behaviors 85
4.1.3 Impact on the intensity of the problem classroom behaviors 86
4.1.4 Impact on the duration of the problem classroom behaviors 88
4.1.5 The popular gamification mechanisms in this study 89
4.2 The interviews 92
4.2.1 Interviews with the students 92
4.2.2 Interviews with the teachers 97
4.3 Findings and discussion 104
Chapter 5. Conclusion and future work 106
Reference 111
Appendix 1 – Gamification’s Master-M&D (Thiebes et al., 2014) 115
Appendix 2 – The 35 gamification mechanics toolkit v1.0 (Manrique, 2013a) 120
Appendix 3 –The 35 gamification mechanics toolkit v2.0 (Manrique, 2013b) 124
Appendix 4 – The experiment agreement for parents 127
Appendix 5 – The experiment agreement for teachers 131
Appendix 6 – The experiment agreement for students 134
Appendix 7 – The survey for participated students 137
Appendix 8 – The multiple comparisons of the game mechanism ranking 144

List of tables
Table 1: Levels of game design elements 14
Table 2: The interactions among basic human desires and game play 17
Table 3: Cluster of master-M&D 18
Table 4: Legend of terminology for gamification 25
Table 5: Gamification mechanics 26
Table 6: The top 25 best examples of gamification in business 27
Table 7: The point mechanism in LOPUPA 43
Table 8: Introduction of the planets 72
Table 9: The t-test results in the different positive classroom behaviors 84
Table 10: The t-test results in frequency of the different problem classroom behaviors 85
Table 11: The t-test results in intensity of the different problem classroom behaviors 87
Table 12: The t-test results in duration of the different problem classroom behaviors 88
Table 13: The cross-tabulation of the mechanism counts and their weighted scores 90
Table 14: The ranking list of the popular gamification mechanisms 91

List of figures
Figure 1. The numbers of gamification and gamifying related journal articles in ScienceDirect (2011 – 2015) 9
Figure 2. The numbers of gamification and gamifying related journal articles in ScienceDirect (2013 – 2017) 11
Figure 3. Examples of Game-based application and serious games 13
Figure 4. A taxonomy of human motivation 21
Figure 5. The Chore Wars and its gamification design 31
Figure 6. Proof! Challenges and leaderboard 32
Figure 7. The trophies and medals as online reward mechanics 35
Figure 8. Social gamification framework: context of use 35
Figure 9. Schoooools.com: Learning with games 36
Figure 10. The aesthetic of the Classcraft 37
Figure 11. The configuration panel for compose materials 37
Figure 12. Quests selections: type of challenges in Classcraft 37
Figure 13. Battle scenes in the boss battle quest and in the count down style quest 38
Figure 14. Point system and virtual rewards 38
Figure 15. The course list on the PaGamO 39
Figure 16. The battle scene in the PaGamO 40
Figure 17. The game interface design of the PaGamO 41
Figure 18. The management interface for teachers in the PaGamO 42
Figure 19. The platform structure for the preliminary study 45
Figure 20. The implementation of the LOPUPA portal 46
Figure 21. The growing list of thematic activities and gamified contents in LOPUPA 47
Figure 22. The gamified content - Insect Carnival jigsaw challenge 48
Figure 23. A member who has collected all of the cards may post details of his/her achievement on the discussion board 48
Figure 24. The mascot competition and campus photography contest in LOPUPA 49
Figure 25. The design of the leaderboard 50
Figure 26. A growing gift list as rewards 51
Figure 27. The free online survey system design for altruism and reward 52
Figure 28. The research structure 57
Figure 29. The flowchart of the experiment 62
Figure 30. The initial briefing of the experiment 63
Figure 31. The classroom installation for the experiment 64
Figure 32. The briefing in one of the participated classrooms 64
Figure 33. The gamification platform serves as a bridge between the physical classroom and the virtual gaming world 66
Figure 34. The interface designed for the teacher (classroom manager) 67
Figure 35. The interface for the teacher to create new missions for students 68
Figure 36. The interface of browsing the students’ progresses 69
Figure 37. The opening of the storyline of ILROTIC 70
Figure 38. The artwork of avatars, their friends, artifacts and the final battle 71
Figure 39. Players rotate and pick one planet to proceed 72
Figure 40. The registration form 73
Figure 41. The profile interface of the platform 74
Figure 42. The interface of the planet of fire and trials 75
Figure 43. A correct answer response 75
Figure 44. The interface of the planet of life and power 76
Figure 45. The interface of the planet ILROTIC 77
Figure 46. The interface of the planet of water and amiability 77
Figure 47. The interface of the planet of light essences – leaderboard design 78
Figure 48. The interface of the planet of dark matters 79
Figure 49. The overall chart of how the participants enjoyed the gamification design 83

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