| Summary: | 碩士 === 國立彰化師範大學 === 資訊管理學系數位內容科技與管理碩士班 === 104 === In recent years, Gamification has been growing rapidly in the fields of business and education. This study proposes a "Meaningful Gamification Framework" and employs MEAN (MongoDB, Express, Angular and Node) methodologies for developing a “Meaningful Gamification Learning Management System” to enhance the motivation of participation and involvement of learners. The gamification framework employs some of famous psychological theorems such as SDT (Deci & Ryan, 2011), flow (Csikszentmihalyi, 1974), and Fogg’s Behavior Model (B.J. Fogg, 2009) to keep students’ learning flow in balance so that the long-term learning objectives of learners can be obtained.
For empirical study of our proposed system, we developed a Phaser game course with the facilitation of our on-line gamification learning management system to teach on-line users coding a mini platform game with Phaser. About are 453 members in JavaScript.tw community of the social networking site in Facebook were recruited to learn to code the mini platform game and test our system on the Web. After completing the test, they were asked to complete three open questions and an online questionnaire containing web usability scale, self-determination theory scale and intrinsic motivation scale, developed in our study to verify our proposed hypothesis. Their learning activities including feedback response generated by the behavior and experience of learning were logged during on-line learning. We use SPSS statistical software and SmartPLS to analyze and to explore the relationship between various factors.
The empirical results show that "Meaningful Gamification Learning Management System" can enhance intrinsic motivation of the learners positively. Also the findings and development guidelines are discussed in depth and we also suggest future research directions for further advanced development.
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