探討遊戲化設計與線上學習意圖之關聯性：心流狀態之中介效應

Abstract

為了解線上學習遊戲化與學習意圖之間關係，以及學習中產生心流是否影響學習效果進行本研究。學習生態在疫情衝擊之下出現重大改變，為使學習者更專注在學習內容之上，遊戲化概念蔚為風氣。但遊戲化的加入也可能導致學習者將心思放在遊戲而非學習內容。我們預期透過遊戲輔以學習內容的方式，使學習者在不考慮學習成績的壓力之下享受學習的樂趣，並且在遊戲當中因為沉浸與愉快的體驗更使得學習者在學習意圖以及學習成果上有更好的表現。研究透過實驗法收集234名學生的學習資料，分析其於實驗中感受到的心流程度以及活動後的學習意圖。結果表明學生在遊戲情境之下確實能感受到心流，而遊戲中的競賽元素則不會導致學習者有心流程度的差異。學習意圖與學習成果並沒有因為遊戲的加入呈現顯著的上升，其中又以無競賽的學習組別受到的分心程度最高。遊戲組別的學習者感受到心流可以提升學習意圖，而競賽對於學習意圖的效果並不會因為心流的產生而有顯著的改變。希望透過本研究的發現給予教學者一些教學設計的靈感與應用方向。

This study was conducted to understand the relationship between gamification of learning and learners’ intention to learn in an online environment, and whether the generation of flow in learning affects learning performance. Learning styles have changed significantly under the impact of the epidemic, and the concept of gamification has become popular in order to make learners focus more on learning content. However, the addition of gamification may also cause learners to focus on the game rather than the learning content. It is expected that by integrating games with learning content, learners can enjoy learning without the pressure of achieving better academic performance, and the immersive and enjoyable experience of playing games will lead to better results in terms of intention to learn and learning performance. The study collected data from 234 students and analyzed the level of flow during the experiment and their intentions to learn after the activity. The results showed that students did feel flow in the gaming context, but the competition elements of the game did not lead to differences in the flow states. Learners’ intention to learn and learning performance did not increase significantly with the addition of the game, and the no competition group experienced the highest level of distraction. Learners in the game group who perceived flow states could enhance their intention to learn, whereas the effect of competition on learners’ intention to learn did not change significantly due to the generation of flow. It is hoped that the findings of this study will provide some inspirations and directions for instructional design.