從1998年臺灣成立第一所社區大學後，全臺各縣市皆開始陸續興辦社區大學，終身教育的觀念逐漸打開並成為趨勢性的學習運動，教育部於107年正式頒佈《社區大學發展條例》明定社區大學的定位及功能，期望透過專法使社區大學業務能在制度化下健全發展發揮及落實立法目的。但是社區大學非正規的成人教育在知識類課程其學習成就如何？這部分研究相當少，因此，本研究試圖運用「遊戲化測驗」作為非正規成人教育的學習評量，探討成人學習者的學習成效、學習動機、學習態度、學習模式滿意度及科技接受度情形。
本研究採用準實驗設計，針對臺北市某社區大學「故宮國寶悠遊趣－玉器單元」課程之成人學習者進行實驗。研究結果顯示，採用「遊戲化測驗」學習方式對於提升學習成就、學習動機、學習態度、學習模式滿意度實驗組相較控制組均無顯著差異；另一方面，實驗組在科技接受度方面具有顯著效果。由訪談分析發現，學習成效不顯著原因可能來自於螢幕投影的文字及圖片太小以及操作臨場反應初步不熟悉導致；同時，由實驗組前、後測問卷發現，遊戲化測驗對於實驗組的學習動機與學習態度在學習前後具有顯著差異，表示對於提高成人學習者的學習動機和學習態度有正向效果。由於目前成人教育中有關遊戲化測驗的研究甚少，建議未來增加研究次數來重複驗證遊戲化測驗對非正規教育的成人學習者帶來的影響。

Since the establishment of the first community college in Taiwan in 1998, more community college have been founded in throughout Taiwan. The concept of lifelong education has become a widespread learning program. The Ministry of Education in Taiwan officially announced the Regulations on community college Development in 2018, which clarifies the functions of community college, hoping that this law will enable the development of community college and fulfill the legislation purpose. However, few studies have examined the learning outcomes of non-formal adult education in community college. Therefore, this study attempts to use "gamified assessment" as an evaluation of learning in non-formal adult education, exploring the adult learners' learning achievement, motivation, learning attitude, satisfaction with the learning approach, and technology acceptance.
This study adopted a quasi-experimental design with adult learners of a knowledge-based course at a community college in Taipei City. The result showed that there was no significant difference in improving learning achievement, motivation, learning attitudes, and satisfaction with the learning approach between the adults learning with the gamified assessment and those learning with the conventional assessment, while there was a significant positive impact on the gamified assessment group in term of technology acceptance. Further analysis of the interviews revealed that although the adult learners' technology acceptance is positive; moreover, the small size of the text and images on the screen and as well as unfamiliarity with the operation could be the reasons affect their learning outcomes. In addition, from the pre- and post-questionnaire results, a significant difference was found in adult learners' motivation and learning attitudes before and after the "Gamified Assessment." Since few studies have explored the effectiveness of gamified assessment in adult education, more research is recommended to replicate to examine the impact of Kahoot! or other gamified assessment on adult learners in non-formal education.

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