本研究為探討大規模線上開放式課程 (MOOC) 學習者的學習動機,以及學習者對於學習平台滿意度、遊戲化的看法,依據成就目標理論的四分法架構以及遊戲因子相關文獻,設計問卷題項,以MOOC 學習者為研究對象,透過網路發放問卷。問卷分析的結果發現,MOOC 學習者認定的學習成就目標並不似成就目標理論中的四個向度明顯,只能分離出趨近與逃避兩個因素。研究對象對於現有平台中課程影音品質以及課程種類較為滿意,但對於討論區功能較不滿意。此外,成就目標與遊戲化因子吸引力的相關性結果顯示,遊戲化設計的吸引力與趨近傾向有顯著的相關性。
This study investigates the learning purpose of learners on Massive Open Online Course (MOOC) and their attitudes toward the gamified platform design. According to the 2 × 2 motivation model of the achievement goal theory and literature about gamification, the authors developed the instrument to measure MOOC learners' learning purpose and learning experience. The results of the online survey indicated that MOOC learners' achievement goals could not be classified into four categories and that only two factors (approach and avoidance) were extracted. Learners are generally satisfied with the video quality and variety of lectures provided on the platforms, but dissatisfied with the discussion function. Additionally, the approach-inclined levels of the MOOC learners were significantly correlated with their preference of gamification design.