在教學中很常運用到混成學習的方式，因COVID-19期間加速發展，在疫情後在還有一些影響，混成學習能整合線上和實體課程的優勢與劣勢，讓學習者能突破空間和時間的限制，獲得更多元的學習。然而，學習者在疫情趨緩後仍面臨著缺乏學習動機和提升學習成效等挑戰。本研究旨在探討混成式學習中，在非同步課程中加入密室逃脫遊戲化學習，以提升大學生的學習成效和動機。本研究採取個案研究法，以16位修習「數位教材發展與評鑑」課程的大學生為研究對象，資料蒐集包括：質化資料的觀察、半結構式訪談紀錄、文件蒐集以及量化資料的學習成效前後測、學習動機前後測；分析方法包括：質化分析及量化成對樣本t檢定。研究結果顯示，遊戲化和混成式學習「使用者經驗」有助於提升學習者的學習成就和學習動機。

The blended learning is commonly applied in the education. Due to the affection caused by COVID-19, the advantages and disadvantages of online and physical courses are able to integrate by blended learning. The limitation of space and time can be overcome to obtain various knowledge. However, the learners can break through the limitations of space and time and obtain more diversified learning. So, learners still face challenges such as lack of motivation to learn and improve learning effectiveness after the pandemic eases. The purpose of this study was to explore the integration of escape room gamification learning in asynchronous courses in blended learning to improve the learning effectiveness and motivation of college students. This research adopts case study method. In this study, 16 university students enrolled in the course "Development and Evaluation of Digital Teaching Materials" were selected as the research subjects, and the data collection included qualitative data observation, semi-structured interview records, document collection, and quantitative data before and after testing of learning effectiveness and learning motivation. The results of the study showed that gamification and blended learning "user experience" can help improve learners' learning achievement and motivation.

謝誌      	i
表目錄     	ii
圖目錄    	iii
第一章	緒論	1
第一節	研究動機與背景	1
第二節	研究目的與研究問題	3
第三節	研究範圍與限制	4
第四節	名詞解釋	5
第二章	文獻探討	7
第一節	混成學習	7
第二節	遊戲化學習	14
第三節	使用者經驗	21
第四節	學習動機	28
第五節	總結	33
第三章	研究設計與實施	34
第一節	個案研究	34
第二節	研究對象與場域	35
 
第三節	課程教學方案設計	38
第四節	研究工具	41
第五節	資料處理分析	44
第六節	研究信實度	46
第七節	信效度	47
第四章	研究結果	48
第一節	「混成式學習課程」學習成效	48
第二節	「遊戲化學習課程」學習動機	55
第三節	綜合討論	59
第五章	討論與建議	62
附錄一 混成式課程教案	71


表目錄

表2-1-1混成學習可能的傳遞方法及內容	9
表2-1-2混成學習的八個學習階段	11
表3-1-1訪談對象一覽表	36
表 3-4-1課程內容及教學活動	39
表3-2-1課堂觀察記錄編號	44
表3-2-2訪談記錄編號	45
表3-2-3文件記錄編號	46
表3-3-1統計學習動機量表因素分析結果摘要表	47
表4-1-1學習成效成對樣本t檢定統計結果	49
表4-1-2S1-S5前後測成績表	50
表4-2-1課前後學習動機	56

圖目錄

圖2-3-3使用性目標與使用者經驗目標	24
圖 2-3-4使用者經驗要素階層	25
圖4-1-1S1-S5前後測成績變化圖	50

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