再遊戲化能力初探：以小學生玩家在教育遊戲平台為例

The Exploration of Re-Gamification Competence: The Experience of Elementary Students on Educational Game Platform

當遊戲不能持續提供沉浸狀態時，玩家的流失並不讓人感到意外，但也有一群玩家與無趣狀態相抗衡，設法自行開創玩法、尋找樂趣，此現象已然益發普遍，但此能力如何生成，尚未受到學術界足夠的重視。本研究從遊戲世界展現之硬樂趣與深度遊玩，提出「再遊戲化」的主張，並以實徵的具體案例佐證。研究聚焦於小學生玩家在持續投入4年以上於全國頗負盛名的遊戲化教育平臺之教室實作，透過觀察、訪談與文件蒐集，探索玩家展現的再遊戲化能力。研究問題定錨於：在教育性遊戲平臺中，有哪些玩家的「再遊戲化」能力展現之實例？研究結果提出三個對比教育遊戲與再遊戲化的轉變：一、「心流理論的打字遊戲」對比「找程式漏洞為樂的再遊戲化」；二、「程序化培養經營書店能力的遊戲」對比「設計以怪書經營書店的再遊戲化」；三、「設計者的遊戲化書店經營遊戲」對比「自製反向密室逃脫的再遊戲化」。這些實例顯示：學生玩家於教育遊戲平臺之作為，與商業遊戲的玩家所顯現的再遊戲化能力相互輝映，顯然，玩家再遊戲化能力已到了以概念定義現象的階段，相當值得更進一步深化與研究。

Typically, gamers may leave games when games themselves could no longer afford gamers a state of immersion. Still, there are gamers who fight against dullness, managing to create new basic rules and exploring pleasure in the game. Such phenomena could be observed in the gaming world, but how gamers’ come up with the competences of regamifying the gamified environment is still obscure and has not received much attention in academia. From the perspective of Hard Fun and the phenomenon of yarikomi in the gaming world, the present study bolstered a concept of re-gamification with empirical evidence. The research context was located at a pioneering gamified educational platform, where elementary school gamers engaged in various educational activities for six years. Through observation, interviews, and the collection of related documents, the present study unveiled the competences of re-gamification exhibited by student gamers. The research question is “What are the re-gamifying competences on gamified educational platform?” Three themes have been generated from the present study. First, the typing game based on Flow Theory vs. the re-gamification of debugging for fun. Second, the procedural learning game of managing a bookstore vs. the re-gamification of decorating bookstore entrance and finding eccentric stocks. Third, the bookstore game, originally designed for running bookstore business, had been re-gamified into an alternative escape room game. All the above instances were self-initiated by student gamers and suggested empirical evidence of re-gamification. In a nutshell, the present study demonstrated student gamers’ agency and practice of re-gamification, which echoed the re-gamifying competences found in commercial games. Apparently, re-gamifying competences of gamers have come to the stage of conceptualizing and theorizing, which definitely deserves further exploration and investigation.