系統識別號 | U0002-2806201813280400 |
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DOI | 10.6846/TKU.2018.00910 |
論文名稱(中文) | 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 |
論文名稱(英文) | Using UTAUT and Flow Theory to Explore the Acceptance of Higher Educational Students with Gamification |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 教育科技學系碩士班 |
系所名稱(英文) | Department of Educational Technology |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 106 |
學期 | 2 |
出版年 | 107 |
研究生(中文) | 邱妤甄 |
研究生(英文) | Yu-Zhen Qiu |
學號 | 605730091 |
學位類別 | 碩士 |
語言別 | 繁體中文 |
第二語言別 | |
口試日期 | 2018-06-07 |
論文頁數 | 99頁 |
口試委員 |
指導教授
-
鍾志鴻
委員 - 卓美秀 委員 - 沈俊毅 |
關鍵字(中) |
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 |
關鍵字(英) |
Gamification UTAUT Flow Theory PLS-SEM IPMA |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
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。 |
英文摘要 |
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. |
第三語言摘要 | |
論文目次 |
目次 表次 v 圖次 vi 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 4 第三節 名詞釋義 5 第四節 研究範圍與限制 7 第二章 文獻探討 9 第一節 遊戲化 9 第二節 整合性科技接受模式 21 第三節 沉浸經驗 33 第四節 偏最小平方法結構方程式模組 45 第三章 研究設計 49 第一節 研究架構 49 第二節 研究流程 51 第三節 研究對象與抽樣方法 53 第四節 研究工具 54 第五節 資料處理 56 第四章 資料分析 61 第一節 樣本描述性統計 61 第二節 信度、效度分析 63 第三節 PLS-SEM分析 71 第四節 綜合討論 79 第五章 研究結論與建議 81 第一節 研究結論 81 第二節 研究建議 85 參考文獻 87 中文部分 87 英文部分 88 附件一 97 表次 表2-1遊戲設計元素分級表 10 表2-2九大類遊戲設計元素 11 表2-3遊戲化之相關研究 16 表2-4整合性科技接受模式發展歷程 21 表2-5構面概念來源 27 表2-6整合性科技接受模式之相關研究 29 表2-7沉浸三階段 33 表2-8沉浸經驗之相關研究 41 表3-1高等教育遊戲化學習接受模式問卷概念題項對照表 54 表3-2 Cronbach’s α係數代表意義 57 表3-3驗證性因素分析配適指標標準表 58 表3-4 PLS-SEM檢驗標準 59 表4-1樣本交叉分析統計結果 62 表4-2 KMO與Bartlett檢定 64 表4-3轉軸後因子矩陣表 65 表4-4驗證性因素分析適配指標標準及分析結果比較表 66 表4-5驗證性因素分析結果 67 表4-6 Bootstrap分析結果 69 表4-7各構面之α、CR值與AVE值整理表 71 表4-8 Fornell-Larker Criterion結果 72 表4-9 PLS-SEM各題項之loading值分析結果 74 表4-10本研究各項假設結果 78 圖次 圖2-1遊戲化學習理論 13 圖2-2 TRA理論架構 23 圖2-3 TAM理論架構 23 圖2-4 TAM2理論架構 24 圖2-5 UTAUT理論架構圖 25 圖2-6三頻道沉浸模型 35 圖2-7四頻道沉浸模型 36 圖2-8八頻道沉浸模型 37 圖2-9路徑模式 46 圖2-10 PLS-SEM系統分析步驟 47 圖3-1研究架構圖 50 圖3-2研究流程圖 52 圖3-3資料分析流程圖 56 圖4-1因素萃取陡坡圖 64 圖4-2驗證性因素分析結果 68 圖4-3全部樣本PLS路徑分析結果 75 圖4-4 PLS-SEM重要績效分析法 76 圖4-5 IPMA項目分析 77 |
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