以整合性科技模式及沉浸經驗探討高等教育學生對遊戲化之接受度

遊戲化的學習可以引起學習者的動機，激勵及吸引學習者提高學習表現。然而，卻較少的研究著重在高等教育學生使用遊戲化學習方式的行為意圖。本研究利用問卷調查法蒐集問卷探討遊戲化運用於高等教育並且討論影響遊戲化運用於高等教育的主要影響因素。根據PLS-SEM的結果得知:在設計遊戲化課程時，建議對於學生先導入遊戲化的內容來增加學生的熟悉度與正面自主性的融入經驗，學生會對遊戲化的績效與付出預期提升，進而提升學生對於遊戲化課程的接受程度。績效預期為影響學生接受遊戲化之最重要因素，其餘因素如付出預期、社會影響、促成條件、參與度、技巧、控制感也占了重要的地位，因此，課程設計師也需針對社群的互動性加以琢磨，進而提升學生的學習績效。期望透過本研究結果，對於課程設計師在規劃課程內容時有實質性的幫助，並提升效率及有效性。

關鍵字

遊戲化；整合性科技接受模式；沉浸經驗；偏最小平方法結構方程式模組；重要績效分析法

並列摘要

Gamification provides a practical approach to improving learning processes, especially learner’s motivation. However, little research conducted on student’s intention to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the major factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factor influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skills, and control, are also important factors; thereby, instruction designers should increase the interactive activities in the curriculum. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.