隨著科技的日新月異，人們對於網路的高黏著度以及學習者的學習方式改變這兩者的關聯正逐漸受到關注，也因此遊戲式學習成為一個熱門的主題。遊戲除了提供娛樂之外，更可引發學習者的學習動機，且根據自我決定理論，遊戲對於學習者的吸引力是因為遊戲滿足學習者的基本心理需求，自主性、勝任感以及歸屬感。但遊戲對於學習的有效性仍然是不確定的，因此本研究將綜合資訊回饋和遊戲品質兩者作為控制變項，再加入相對自主性指標 (RAI) 來衡量自主性 (內在) 動機的傾向程度，提出整合性的理論架構，藉以觀察遊戲式學習中何者為影響學習者之基本心理需求的關鍵因素，並透過遊戲式學習系統增強學習者的內在動機和學習成效。
本研究以問卷發放為研究方法，共回收443份問卷，並透過結構方程模式 (SEM) 進行資料分析。研究結果發現資訊回饋以及遊戲品質皆顯著正向影響基本心理需求以及學習成效、基本心理需求顯著正向影響相對自主性指標、相對自主性指標正向影響學習成效以及學習成效正向影響持續使用意圖，但相對自主性指標不會直接影響持續使用意圖。故本研究結果突顯學習成效為持續使用意圖的重要影響因子，意即若欲讓學習者持續使用遊戲式學習系統，則必須提升學習者在學習系統中的學習效果，而遊戲品質、資訊回饋以及基本心理需求皆顯著影響學習成效，進而提升學習者願意且持續使用遊戲式學習系統之意願。

Technology has advanced with years, and people have higher tendencies to learn via internet. Therefore, game-based learning becomes a hot issue. Games are designed for entertainment and trigger learning motivation of the users as well. In addition, according to self-determination theory, people love to learn via the games because they can obtain basic psychological needs, which cover autonomy, competence and relatedness. However, the effectiveness of the game for learning is still uncertain. Therefore, this study integrates information feedback with game quality as control variables to measure the tendency of autonomy (intrinsic) motivation via relative autonomy index (RAI). Additionally, we propose theoretical structure to investigate how game-based learning impacts learners and enhance the intrinsic motivation of learners and learning effectiveness through game-based learning system.
This study used a survey research approach for data collection. Data collected from 443 respondents was analyzed using SPSS and SmartPLS. The results show that information feedback and game quality have their positive effects on basic psychological needs and learning effectiveness; basic psychological needs significantly have their positive effects on relative autonomy index; relative autonomy index significantly influences learning effectiveness and learning effectiveness has a positive effect on the intention to continuance use. However, our research results also show that relative autonomy index has no direct effect on the intention to continuance use.
Therefore, the results of this study validate learning effectiveness is the determinant for the intention to continuance use. In addition, game quality, information feedback, and basic psychological needs all significantly influence learning effectiveness. In other words, if users have higher learning effectiveness, they are more likely to continue to use gamed-based learning system.

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