隨著資訊科技的進步，行動遊戲式學習成為近來研究發展的趨勢。行動學習加入創新的遊戲元素，使得教學活動不再單調、無趣，更因不受時間以及地點影響，得以作為行動網路服務應用在教育領域中的解決辦法。然而，行動遊戲式學習的環境容易因遊戲互動性和教材設計的元素增加，造成個體認知運作上的負擔，或是受遊戲設計的方式影響到學習者的學習動機。故本研究將深入探討學習動機模式和認知負載理論之間的關聯，以解釋影響學習成效最重要的因素，並且在行動遊戲式學習系統中加入形成性評估，來進一步觀察不同遊戲元素的組成其遊戲品質對學習者學習動機、認知負載以及學習成效之影響。
本研究以系統分析與設計課程中的資料流程圖作為行動遊戲式學習的單元，確認受試者符合實驗對象後進行分組，操弄變項為形成性評估。兩組受試者在實驗過程中需配戴可攜式腦波儀，以客觀的生理訊號測量受試者學習時的注意力程度。共回收130份有效問卷，透過結構方程模型進行資料分析與驗證。
研究結果顯示遊戲品質會正向影響學習動機各構面，而滿足感是影響認知負載最重要的因素，相關性則最無影響。自信心與增生認知負載會正向影響學習成效，外在認知負載則會負向影響學習成效。雖然遊戲品質會受到形成性評估影響，但對兩組別之間的學習成效並無顯著影響。因此，無論測驗題目是否需要重複填答，學習者均能從作答正確與否的回饋中學到知識。根據研究結果，本研究認為若要提升學習成效，必須從激發學習動機開始，透過有趣的遊戲設計吸引學習者的注意力，而學習過程中產生的自信心與滿足感能促進其認知活動，進而達到更好的學習效果。此外，由腦波資料的分析結果可知，注意力高的學生所獲得的實際測驗成績也較高，符合學習動機對學習成效有正向影響的解釋。最後，本研究結果將提供教學者和系統開發者建議與參考，用以提升學習者對行動網路學習之使用率。

Through the mobility of smart devices and interactive elements of games, mobile game-based learning (MGBL) offers students for ubiquitous learning with game design features that may enhance motivation. However, due to the complexity of game elements, it may have negative effects on students’ cognitive process and thus influence their learning performance. Therefore, this study will investigate how the game design quality impacts learning effectiveness based on learning motivation model and cognitive load theory. In other words, we will investigate the effects of motivational factors such as attention, relevance, confidence and satisfaction on learners’ extraneous and germane cognitive load.
This study used a survey research approach with system implementation to validate related hypotheses and theories. Participants were categorized into two groups, the experimental group learned with the MGBL system, while the control group learned with the same MGBL system without formative assessment. Data was collected from 130 students who experienced the system and completed questionnaires. SPSS and SmartPLS were adopted to get a more detailed and extensive data.
The results reveal that game quality has a positive effect on motivational factors, and satisfaction has a positive effect on cognitive load. Both attention and confidence positively affect germane cognitive load. Moreover, confidence and germane cognitive load have positive effects on learning effectiveness. This study validates the relationship among constructs based on theoretical framework of learning motivation model. Therefore, we can conclude that a well-designed MGBL can enhance students’ motivation, confidence and learning effectiveness. Based on above analysis, suggestions for future MGBL studies will be elaborated in the paper.

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