以自我決定論探討遊戲化教學對於內在學習動機之影響

The effect of gamification on intrinsic learning motivation: insights from self-determination theory

邱于平(Yu-Ping Chiu) ； 江育融(Yu-Jung Chiang)

《中科大學報》 Volume 9 Issue 2 (2022/12) Pp. 19-41

https://doi.org/10.6902/JNTUST.202212_9(2).0002

Abstracts

近年來以遊戲化方式輔助教學越來越普遍，過往研究多聚焦於其對學生外在學習動機之影響，而遊戲化教學能否刺激學生的內在學習動機更有其重要性。因此，本研究以自我決定論之歸屬、能力、自主三項心理需求為主軸，探討遊戲化要素（競爭、合作、正面回饋、負面回饋、自我表現、掌控感）能否有效影響學習者的心理需求，進而提升內在學習動機。本研究使用問卷調查法，並以結構方程模型進行分析。研究結果指出，合作、正面回饋、掌控感分別得以滿足學生之歸屬、能力、自主需求，此三項需求的滿足進而能刺激內在學習動機。整體而言，本研究結果對遊戲化教學提供更貼近學生心理需求之意涵，並給予教師往後設計遊戲化教學之相關建議。

Keywords

遊戲化 ； 競爭 ； 自我決定論 ； 歸屬 ； 內在學習動機

Parallel abstracts

The importance of gamified instructions has been emphasized in recent years. The studies in the past mostly focused on how gamified instructions stimulate students' extrinsic motivation. However, whether they can stimulate their intrinsic motivation is an issue worth further investigation. This study examined the effectiveness of gamified elements(cooperation, competition, positive feedback, negative feedback, self-expression, sense of control)on intrinsic learning motivation through meeting one's psychological needs(relatedness, competence and autonomy). This study applied questionnaire approach to gather the information and structural equation modeling to analyze them. The results demonstrate that cooperation, positive feedback, self-expression and sense of control significantly affect intrinsic motivation. Overall, the outcomes of the study can provide significant implications for research theory, and offer concrete suggestions for the usage of gamification in teaching.

Parallel keywords

gamification ； competition ； self-determination theory ； relatedness ； intrinsic learning motivation

References

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