遊戲化問題導向教學是將兩種不同的教學法結合，用以提升學習參與度、學習動機、學習成就。然而卻鮮少有研究者將此二種教學法結合，並進行探討影響學習者的各個構面，以及各個構面之間的影響關係為何。本研究以設計本位研究法，進行18週的課程規劃設計，透過問卷蒐集學生於遊戲化問題導向教學之學習滿意度，以及透過期末考試成績用以檢視學習成就，並使用偏最小平方結構方程式模組分析結果可得知，績效預期、付出預期、社會影響於學習滿意度有正向性影響，而幫助條件卻間接影響學習滿意度，因此教學者應適當給予協助並鼓勵學習者，以提升學習者幫助條件於學習滿意度之直接正向性關係。透過本研究結果，期望於教學設計者、教師在教學過程中有實質性之幫助，並提升教學效率與有效性。

Because undergraduate students have typically exhibited low motivation when pursuing traditional learning methods, this study adopted a gamification problem-based learning model and a computer-based three-dimensional sandbox game to motivate students of a human resources development course. For systematicity in our curriculum planning and implementation, we reviewed the literature regarding the following five steps of the proposed gamification problem-based learning model: (1) finding problems, (2) collecting data, (3) integrating information, (4) assessment, and (5) reflection. Our curriculum design focused on four major topics of human resource development: (1) needs analysis, (2) the competency model, (3) training and development planning, and (4) leadership and communication. Teaching activities in our 3D computer sandbox games were as follows: (1) establishing ideal homes, (2) identifying the roles and abilities of each team member, (3) designing beginners’ training courses, and (4) capture-the-flag team competitions. Finally, in this design-based study, we noted that students’ final exam grades significantly improved from 2018 to 2019. For the instructional design, we used four crucial topics to design problems. To explore what significant factors influence students’ learning satisfaction, we developed a student satisfaction questionnaire. We adopted partial least squares structural equation modeling to analyze the relationships between components. Based on the results elucidating the learning outcomes of students who participated in gamified 3D problem-based learning (PBL), we gave prescriptions for implementing such innovative teaching plans, which can enhance learning effectiveness in the courses.

目錄

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2
第三節	名詞釋義	3
第四節	研究範圍與限制4
第二章  文獻探討6
第一節	遊戲化6
第二節	問題導向學習12
第三節	整合科技接受模式19
第三章  研究設計	30
第一節	研究架構	30
第二節	資料處理與分析	31
第三節	研究流程	35
第四節	抽樣對象與抽樣方法	37
第五節	研究方法	37
第六節	研究工具	49
第四章  研究結果	51
第一節	問卷回收結果51
第二節	信度、效度分析51
第三節	T檢定55
第四節	PLS-SEM分析57
第五節	質化分析	62
第五章  研究討論與結論建議65
第一節	研究討論	65
第二節	研究結論	68
第三節	研究建議與展望69
參考文獻	71
中文部分	71
英文部分	73
附錄82

表次

表 2-1 遊戲設計元素分級表	7
表 2-2 遊戲化之相關研究10
表 2-3 問題導向學習之相關研究16
表 2-4 整合科技接受模式發展歷程19
表 2-5 UTAUT各構面意義及來源23
表 2-6 本研究各項假設26
表 2-7 UTAUT相關研究27
表 3-1 各週授課內容41
表 3-2 成績考核	47
表 4-1 轉軸後因數矩陣表52
表 4-2 驗證性因素分析適配指標標準及分析結果比較表53
表 4-3 CFA區別分析55
表 4-4 相依性t檢定56
表 4-5 獨立性t檢定56
表 4-6 路徑效果值58
表 4-7 各構面之α值、CR值與AVE值整理表58
表 4-8 PLS-SEM區別效度58
表 4-9 本研究各項假設之結果62
表 4-10 文字探勘資料統計結果63

圖次

圖 2-1問題導向學習步驟15
圖 2-2 TAM科技接受模型21
圖 2-3 UTAUT 理論架構圖23
圖 3-1研究架構圖1 31
圖 3-2研究架構圖2 31
圖 3-3資料處理分析步驟34
圖 3-4研究流程圖36
圖 3-5設計本位流程法38
圖 3-6使用教學方法類型39
圖 3-7課程架構40
圖 3-8遊戲化問題導向學習步驟40
圖 3-9理想家園示意圖45
圖 3-10活動二：建立職能模型45
圖 3-11建築團隊競賽示意圖46
圖 3-12訓練課程規劃示意圖46
圖 3-13各週授課進度48
圖 4-1 CFA分析結果54
圖 4-2 PLS-SEM 結果圖60
圖 4-3 IMPA 主要因素影響學習滿意度結果圖61
圖 4-4 IMPA 問項結果圖61

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