英文摘要 |
Fostered by the broad adoption of social community and online games, gamification has attracted considerable attention in the education context. Recent studies have reported the value and effects of applying gamification in learning; however, most of them have focused on measuring on short-term effects from the perspective of students. The issues of how the broader needs for holistic learning should be addressed or whether gamification is valuable in leading the paradigm shift of pedagogy remains unclear. To react to the above-mentioned gap, the present study determined whether a gamification-based design mechanism can achieve a win–win situation in a high school context, thus ensuring the sustainability and effectiveness of this gamification-based system. First, a gamified prototype in a Taiwanese high school was implemented, which was designed by referring to the education goals, instructional design, and teaching needs of this school. Results from a field test on two classes were used to measure learning outcomes; students’ performance and perceptions of teachers and school administrators were all considered. The preliminary results revealed that in addition to providing an attractive user interface, the proposed gamification-based mechanism does capture the learning dynamics of students. The results also indicated that a competing status among peers indeed help foster proactive, participatory learning. Moreover, determining how to streamline current teaching practices with the newly designed mechanism without substantial changes is crucial for attracting the active participation and contribution of both teachers and students. |