數位工具輔助下教與學之研究—以遊戲化要素為例

Abstract

近年來以數位工具及遊戲化方式輔助教學越來越普遍，關於以數位工具結合遊戲化要素的課堂中，教師和學生的感受、數位工具如何結合遊戲化要素，及學生的內在學習動機，會受到什麼遊戲化要素影響等，都是值得被釐清的。本研究以數位工具結合遊戲化的課堂出發，先以深度訪談法探討教師使用數位工具及遊戲化輔助教學的感受及效果，再以問卷調查法探究哪些遊戲化要素會影響學生內在學習動機。根據本研究，合作、競爭、正面回饋、負面回饋、掌控感及自我表現，是教師時常用以結合數位工具的遊戲化要素。其中，合作、正面回饋、自我表現分別能透過滿足學生之歸屬、能力、自主需求，進一步能刺激學生之內在學習動機。競爭、負面回饋、掌控感分別與歸屬、能力、自主需求無顯著相關性。本研究結果提供更貼近教師內在感受及學生心理需求之意涵，在學術面，將提供未來關於遊戲化要素結合數位工具對師生課堂行為研究之參考依據；而在實務面，也能給予教師往後設計遊戲化教學之相關建議。

The importance of the classes with the use of digital tools and gamified instructions has been emphasized in recent years. The issue of instructors’ and students’ attitude toward the classes, the method to well combine digital tools and gamified instructions, and the effectiveness of gamified elements on intrinsic learning motivation worth further investigation. This study first used in-depth interviews to explore instructors' attitudes toward applying digital tools and gamified elements in class. Following that, we used a questionnaire to investigated the effectiveness of gamified elements. The results showed that cooperation, competition, positive feedback, negative feedback, self-expression, and sense of control are most used with digital tools in class. Cooperation, positive feedback and self-expression significantly affected intrinsic learning motivation through meeting one’s psychological needs (relatedness, competence and autonomy); however, competition, negative feedback, and sense of control don’t. Overall, the outcomes of the study can provide significant implications for research related to the classes applying digital tools and gamified instructions, and offer concrete suggestions for the usage of gamification in teaching.