遊戲化學習機制與模式的設計與成效初探－以某高職為例

An Exploratory Study on the Effects of a Gamification-based Design Mechanism and Model on Learning Outcomes in a High School Context

10.6160/SYSMR.201809_26(3).0002

葉佩君(Pei-Chun Yeh)；郭建良(Chien-Liang Kuo)

遊戲化 ； 服務設計 ； 教育應用 ； 可持續性 ； 系統開發 ； Gamification ； Service Design ； Application in Education ； Sustainability ； System Development

中山管理評論

26卷3期（2018 / 09 / 01）

415 - 452

繁體中文

社群與遊戲應用的交互影響，讓遊戲化（Gamificaiton）設計成為創造教育典範移轉的重要驅力；惟現有研究多聚焦學生視角，加上衡量標的多著重課程層次，間接影響遊戲化應用成效衡量及其對教育設計的反饋效果。為回應此一缺口，本研究針對台灣具指標性的某餐飲學校，融合其教育目標、教學活動與教師課程需求進行遊戲化學習機制設計與開發，並透過導入至不同類型課程的方式，分析學生、教師及校方的認知態度與成效。結果發現，除了具吸引力的人機介面外，能夠反應學習動態和提升同儕比較的動態遊戲化機制，為提升學生主動參與的關鍵；至於如何在遊戲化服務設計階段納入教師需求與動因，則成為確保持續使用意願與成效、並誘發師生積極投入的首要課題。

Fostered by the broad adoption of social community and online games, gamification has attracted considerable attention in the education context. Recent studies have reported the value and effects of applying gamification in learning; however, most of them have focused on measuring on short-term effects from the perspective of students. The issues of how the broader needs for holistic learning should be addressed or whether gamification is valuable in leading the paradigm shift of pedagogy remains unclear. To react to the above-mentioned gap, the present study determined whether a gamification-based design mechanism can achieve a win–win situation in a high school context, thus ensuring the sustainability and effectiveness of this gamification-based system. First, a gamified prototype in a Taiwanese high school was implemented, which was designed by referring to the education goals, instructional design, and teaching needs of this school. Results from a field test on two classes were used to measure learning outcomes; students’ performance and perceptions of teachers and school administrators were all considered. The preliminary results revealed that in addition to providing an attractive user interface, the proposed gamification-based mechanism does capture the learning dynamics of students. The results also indicated that a competing status among peers indeed help foster proactive, participatory learning. Moreover, determining how to streamline current teaching practices with the newly designed mechanism without substantial changes is crucial for attracting the active participation and contribution of both teachers and students.

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