本研究旨在探討在虛擬實境專題製作活動中，導入遊戲化同儕互評策略對於學生學習成就、內在動機、創造性思考傾向與回饋品質的影響。本研究採用的遊戲化元素包括積分、徽章與排行榜，期望透過這些遊戲化元素的導入，可以解決傳統同儕互評活動中學生評分參與感不足的問題，讓學生能夠更有動力來針對他人的虛擬實境專題作品進行同儕互評，同時也使學生在回饋品質上有所提升。此外，也希望可以透過同儕的評分與評論，促使學生檢視與反思自己在虛擬實境專題製作的學習表現。為了探討導入遊戲化同儕互評策略的有效性，本研究者開發了一個線上基於遊戲化的同儕互評系統，並在高中社會課程虛擬實境專題製作活動，設計一個準實驗。研究對象為臺灣某所高中二年級學生，平均年齡16.5歲，其中一個班級26人為實驗組採用遊戲化同儕互評於虛擬實境專題製作模式，另一個班級26人為控制組採用一般同儕互評於虛擬實境專題製作模式。實驗結果顯示，採用遊戲化同儕互評於虛擬實境專題製作模式的實驗組學生，相較於一般同儕互評虛擬實境專題製作模式的控制組較好的學習成就、作品分數、有更好的回饋品質，同時老師評分與同儕評分具有高度相關性。另一方面，在內在動機中的兩個面向，以及創造性思考傾向，兩組則沒有顯著差別。

The purpose of this study is to investigate the effects of introducing gamified peer assessment strategies in virtual reality thematic production activities on students' learning achievement, intrinsic motivation, creative thinking tendencies, and quality of feedback. The gamification elements used in this study include points, badges, and leaderboards. Through the introduction of these gamification elements, it is expected that the problem of insufficient student participation in traditional peer assessment activities can be solved, so that students can be more motivated to peer assess others' virtual reality projects, and the quality of student feedback can also be improved. In addition, it is hoped that through peer ratings and comments, students will be motivated to review and reflect on their own learning performance in VR project production. To investigate the effectiveness of introducing game-based peer assessment strategies, this researcher developed an online game-based peer assessment system and designed a quasi-experiment in a high school social studies course virtual reality project. The subjects were second grade students in a high school in Taiwan, with an average age of 16.5 years old. One class of 26 students was the experimental group that used game-based peer assessment in the virtual reality topic-making mode, and another class of 26 students was the control group that used general peer assessment in the VR project-based learning. The experimental results showed that students in the experimental group who used gamified peer assessment in the virtual reality project mode had better academic achievement, better work scores, and better feedback quality than the control group in the general peer assessment virtual reality project mode, and that teacher ratings and peer ratings were highly correlated. On the other hand, there were no significant differences between the two groups in terms of the two aspects of intrinsic motivation and the tendency to think creatively.

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