體驗導向與評量導向之遊戲化設計評估：擴增實境教育桌遊vs.即時反饋答題遊戲

Evaluation of Assessment-Oriented and ExperienceOriented Gamification Design: Augmented Reality Board Game vs. Instant Response Quiz Game

近年來，科技導入遊戲化設計常用於輔助學習過程，而教育應用可根據認知與情意的偏重分為兩大方向：其一是「評量導向」，以科技工具輔助教師實施立即性評量，並蒐集學生回饋，如即時反饋答題遊戲；其二則是「體驗導向」，提供學生互動媒材，並透過做中學的方式，引導理解複雜內容，如結合科技的擴增實境教育桌遊。雖然這兩種遊戲化方向各有其優勢，然過去研究缺乏聚焦於兩者的差異評估。因此，為更深入了解這兩大遊戲化設計的差異，本研究自行開發一款結合擴增實境教育之桌遊，以歷史為學習內容，並與Kahoot!系統比較，探究兩者在認知面與情意面的影響。本研究以55位大學生為參與者，並分組進行學習活動。結果顯示：一、學習成效部分，學生透過擴增實境教育桌遊在整體學習成效有顯著的進步，且顯著高於使用Kahoot!的組別。雖在需要記憶的描述性內容兩組並無差異，但在需要統整理解的概念性知識，擴增實境教育桌遊則有顯著較好的效果；二、學習動機部分，使用擴增實境教育桌遊在注意、關心、信心、滿足四個子面向，皆顯著高於另一組，顯示擴增實境教育桌遊可提供較強的學習動機。根據研究結果，本研究亦討論兩種遊戲化設計特性，以及如何適當運用於教學現場。

In recent years, technological gamification is often used to assist the learning process. The educational applications of gamification can be categorized into two major directions: one is “assessment-oriented,” where technology tools implementing immediate assessment and collecting student feedback, such as instant response quiz game; the other is “experience-oriented,” where interactive content guide the understanding of complex content, such as interactive board games that incorporate technology. Although each of these two directions of gamification has its own advantages, past studies have not focused on the differences between them. Therefore, to better understand the differences, this study developed a board game with augmented reality (AR) and used history as the learning content to compare it with the Kahoot! system to explore the cognitive and affective impacts. In this study, 55 university students were divided into groups for learning activities. The results showed that: 1. The learning effectiveness of the AR board game was significantly higher than that of Kahoot!. Although there is no difference between the two groups in the descriptive content that requires memorization, the AR board game has significantly better results in the conceptual knowledge that requires understanding; 2. In the learning motivation section, concern, confidence, and satisfaction, are significantly higher in the AR board game than the other group, which suggests that the AR board game can provide a stronger motivation for learning. Based on the findings, this study also discusses the characteristics of the two gamification designs and how they can be appropriately applied in the teaching field.