隨著科技的進步與行動裝置的普及，數位化教學以然成為了趨勢，課堂教學輔助軟體帶來了更高的學習參與度，但是過多的誘因也導致課堂上學生的專注力下降，學習動機變得薄弱，遊戲化的概念於是被廣泛的導入教學現場，希望能重新擄獲學生們的注意力；然而現有的課堂教學輔助軟體缺乏遊戲化的運用，也鮮少文獻針對軟體遊戲化機制對學習動機關聯性之研究。
本研究根據GAFCC遊戲化模型，將影響學習動機的遊戲化機制分為五個面向，分別為目標、漸進、回饋、挑戰與合作；首先對現行版本Zuvio與軟體遊戲化模型的吻合度進行調查，接著根據GAFCC遊戲化模型在Zuvio設計一套遊戲化功能來檢驗其對動機的成效，最後分析軟體遊戲化機制與學習動機的關聯性。實證結果發現目標與挑戰的關聯最大，五個面向對於動機都有正面的影響，而其中以挑戰的面向對於動機影響最為顯著，同時漸進、回饋、挑戰與合作四個面向，對於目標與動機間的關係都有中介影響的效果。最後根據分析之結果，提供教師和軟體遊戲化設計人員一些關於如何讓使用者提升使用動機之建議。

With the progression of technology and the popularity of mobile devices, digital learning has become a trend. Classroom teaching aided software brings higher learning participation, but distractions make students can’t pay attention during class and lack of motivation of learning. Thus, the idea of gamification started to be used to grab students’ attention by offering game mechanics. However, the existing classroom teaching aided software lacks of gamification, and there are few lectures on the relevance of software gamification mechanics to learning motivation.
This study divides the gamification mechanics that affects learning motivation into five aspects, namely goal, access, feedback, challenges and collaboration, based on GAFCC gamification model. First, compare the current version of Zuvio with gamification model. Then design a gamification function based on GAFCC model for Zuvio to test its effectiveness. Finally, analyze the relevance of software gamification mechanics and learning motivation. The empirical results found that goal and challenges have the greatest correlation. The five aspects have a positive impact on motivation. The challenge aspect has the most significant impact on motivation. Furthermore, access, feedback, challenge, and cooperation have mediating effect on the relationship between goal and motivation. The relationship has the effect of intermediary influence. Finally, the findings give software gamification designers some advice on how to improve users’ motivation on continuous use.

Aakash Taneja, Vincent Fiore, Briana Fischer (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Paper Presented at the Computers & Education.
P.J. Samson (2010). Deliberate engagement of laptops in large lecture classes to improve attentiveness and engagement. Presented at the Computers in Education.
Robert J. Sternberg (2013). Reform Education: Teach Wisdom and Ethics.
McCoy, B. R. (2016). Digital Distractions in the Classroom Phase II: Student Classroom use of Digital Devices for non-Class Related Purposes. Journal of Media Education .
Demirbilek, M., and T. Talan. (2018). The Effect of Social Media Multitasking on Classroom Performance. Active Learning in Higher Education.
Abraham E. Flanigan and Wayne A. Babchuk (2020). Digital distraction in the classroom: exploring instructor perceptions and reactions.
Michael D.Hanus and JesseFox (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance.
Félix García, Oscar Pedreira, Mario Piattini, Ana Cerdeira-Pena and Miguel Penabadb (2017). A framework for gamification in software engineering.
Oscar Pedreira, Félix García, Nieves Brisaboa and MarioPiattini (2015). Gamification in software engineering – A systematic mapping.
Luiz Rodrigues, Armando M. Toda, Paula T. Palomino and Wilk Oliveira, Seiji Isotani (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches.
Biyun Huang and Khe FoonHew (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts.
Iulian Furdu, Cosmin Tomozei and Utku Kose (2017). Pros and cons gamification and gaming in classroom.
Aakash Taneja, Vincent Fiore and Briana Fischer (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age.
Abraham E. Flaniganhttps://orcid.org/0000-0002-8480-211X & Wayne A. Babchuk (2020). Digital distraction in the classroom: exploring instructor perceptions and reactions.
Klaudia Bovermann and Theo J. Bastiaens (2020). Towards a motivational design? Connecting gamification user types and online learning activities. Research and Practice in Technology Enhanced Learning.
King Saud University, Saudi Arabia (2018). Gamification in software engineering education: A systematic mapping. The Journal of Systems and Software
LUIS M. ROMERO-RODRÍGUEZ , MARIA SOLEDAD RAMÍREZ-MONTOYA, AND JAIME RICARDO VALENZUELA GONZÁLEZ (2019). Gamification in MOOCs: Engagement Application Test in Energy Sustainability Courses. IEEE Access.
Biyun Huang and Khe FoonHew (2021). Using Gamification to Design Courses: Lessons Learned in a Three-year Design-based Study. Educational Technology & Society.
Bor-Tyng Wang (2016). APPLYING PBL AND ZUVIO TO ENHANCE ENGLISH LEARNING MOTIVATION. International Journal of Cyber Society and Education.
Manuela Aparicio and Carlos J. Costa (2017). GAMIFICATION: SOFTWARE USAGE ECOLOGY. International Science and Technology Conference.
Perry Samson (2011). Deliberate engagement of laptops in large lecture classes to improve attentiveness and engagement.
Andrzej Marczewski (2014). Marczewski’s Gamification User Types.
Janaki Mythily Kumar, Mario Herger and Rikke Friis Dam (2020). Bartle’s Player Types for Gamification.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments. New York: ACM.
Deloitte (2016), Robo-Advisory in Assets & Wealth Management. Retrieved March 10, 2018.
Hunicke, Robin & Leblanc, Marc & Zubek, Robert. (2004). MDA: A Formal Approach to Game Design and Game Research. AAAI Workshop - Technical Report.
Zichermann, Gabe, Christopher Cunningham (2011), Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O'Reilly Media.
Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on therelationship between gamification features and intrinsic need satisfaction. International Journal of Information Management.
Xu, F., Weber, J., & Buhalis, D. (2013). Gamification in tourism. In Information and communication technologies in tourism 2014.
Zichermann, G., & Linder, J. (2013). Gamification revolution.
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior.
Tóth, Á., & Tóvölgyi, S. (2016. The introduction of gamification: A review paper about the applied gamification in the smartphone applications. IEEE International Conference on Cognitive Infocommunications. IEEE.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
Wichmann, S. S. (2011). Self-Determination Theory: The Importance of Autonomy to Well-Being Across Cultures. The Journal of Humanistic Counseling.
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior.
Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification science, its history and future: Definitions and a research agenda. Simulation & Gaming.
Liu, D., Santhanam, R., & Webster, J. (2017). Toward Meaningful Engagement: AFramework for Design and Research of Gamified Information Systems. MIS quarterly.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society.
DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J.-J. (2013). Gamifying learning experiences: Practical implications & outcomes. Computers & education.
Fischer, H., Heinz, M., Schlenker, L., & Follert, F. (2016). Gamifying higher education. Beyond badges, points and Leaderboards. Knowledge Communities in Online Education & (Visual) Knowledge Management.
Fleischman, K., & Ariel, E. (2016). Gamification in science education: Gamifying learning of microscopic processes in the laboratory. Contemporary Educational Technology.
Heeter, C., Lee, Y.-H., Medler, B., & Magerko, B. (2011). Beyond player types: gaming achievement goal. ACM SIGGRAPH Symposium on Video Games.
Hursen, C., & Bas, C. (2019). Use of gamification applications in Science Education. International Journal of Emerging Technologies in Learning.
Lamprinou, D., & Paraskeva, F. (2015). Gamification design framework based on SDT for student motivation. International Conference on Interactive Mobile Communication Technologies & Learning.
Robert J. Sternberg (2010). WICS as a model of giftedness. High Ability Studies.
Muhammet Demirbilek, Tarik Talan (2018). The effect of social media multitasking on classroom performance.
Kai Huotari, Juho Hamari (2012). Defining Gamification - A Service Marketing Perspective. International Academic Mindtrek Conference.
Katie Seaborn, Deborah I.Fels (2014). Gamification in Theory and Action: A Survey. International Journal of Human-Computer Studies.
Kai Huotari & Juho Hamari (2017). A definition for gamification: anchoring gamification in the service marketing literature. Electronic Markets.
李淑菁 (2015)。找回課堂專注力。臺灣教育評論月刊。
許文僊 (2016)。探究即時反饋系統融入大一英文課程之教學成效。
張春興 (1996)。教育心理學-三化取向的理論與實踐。台北：東華出版社。
朱敬先 (2000)。教育心理學。臺北:五南。
林生傳 (1997)。台灣教育改革的新趨勢:探素與評析。
謝東佑 (2021)。透過即時反饋系統提升學習興趣與成效之實踐研究: 以電機系大學部課程為例。
賴阿福 (2003)。數位化學習之探討。教師天地。
迎接數位化學習時代─教育部規劃全面性的數位學習推動計畫。教育部資訊科技教育司 (2013)。