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研究生：	宋宜欣 Song, Yi-Xin
論文名稱：	以遊戲化觀點探討設計思考工作坊之參與動力營造 Exploring the Participation Motivation Creation of Design Thinking Workshops from the Perspective of Gamification
指導教授：	馬敏元 Ma, Min-Yuan
學位類別：	碩士 Master
系所名稱：	規劃與設計學院 - 工業設計學系 Department of Industrial Design
論文出版年：	2021
畢業學年度：	109
語文別：	英文
論文頁數：	128
中文關鍵詞：	設計思考教育、設計思考工作坊、遊戲化、參與動力
外文關鍵詞：	Design Thinking Education, Design Thinking Workshop, Gamification, Participation Motivation
相關次數：	點閱：203 下載：43
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在設計思考成為顯學的今日，大專院校紛紛引入設計思考教育，然而對如何教育設計思考仍是具有爭議性的問題。設計思考往往以工作坊形式進行，雖此種形式被認為有趣好玩，但也如同其他教育領域面臨到學生學習動力不足的問題。目前已有許多研究顯示，在教學中引入適當的「遊戲化」對於提升學生參與動力有相當正向的影響。而對於設計思考工作坊而言，其中已經包含許多遊戲化元素，唯一欠缺的是了解如何使用這些元素準確創造不同學生的參與動力。因此本研究目的為透過遊戲化相關理論了解目前設計思考工作坊對於不同參與次數學員之動力營造機制。
本研究先探討了設計思考與教育、遊戲化等相關文獻架構研究基礎，接著於國立成功大學內所開設之設計思考工作坊課程進行資料蒐集並根據Armando(2019)提出之應用於教育領域之遊戲化元素挑選出工作坊中存在之10類遊戲化元素，分別為【致謝】、【進度步驟】、【強制選擇】、【倒數計時】、【合作】、【競爭】、【社會壓力】、【目的】、【任務】、【更新】。接著以半結構式訪談，了解實際能引起學生參與動力之遊戲化元素具體操作方式，而後根據工作坊時序KJ整理、編碼，製作為問卷，最後依填答者參與次數分別進行數量化I類分析。
結果得知，目前工作坊使用之遊戲化元素，在各階段應用上以緩慢推進的方式影響著學員參與動力。對參與次數多之學員，在各階段學習中達到設計思考各項能力提升的【目的】為使其對工作坊產生動力之主要元素。而參與次數少的學員較受到與課程內容無直接相關之元素吸引。參加完工作坊後的【致謝】獎勵重要外，與多元背景年齡的組員【合作】及處於具積極工作態度團隊中的【社會壓力】最能影響其參與動力。另外在與課程各階段相關的元素上，唯DELIVER階段之【倒數計時】會激發出強烈的之參與動力。最後本研究提出兩項對未來工作坊之籌化建議，其一加入更多以驅動動力為主要目的之遊戲化元素運用，其二適當分流參與次數多寡之學員，使兩族群均能在工作坊各階段保持激勵與熱情，達到教育成效。

Design thinking is a famous thought in today's society. Because of its emphasis on creativity, problem-solving capabilities, hands-on operations, etc., it is mostly conducted in the form of workshops. However, many design thinking workshops are the same as other educational sites, facing the problem of insufficient motivation for students learning. Many education studies have confirmed that appropriate gamification can help improve learning motivation. There are already many gamification elements in the workshop, the only thing lacking is understanding how to use these elements to accurately create motivation for students’ participation. Therefore, the purpose of this research is to understand the gamification elements and operation methods that can really promote the participation motivation of students with different participation times through the theories of gamification.
This research first explored the related literature of design thinking education and gamification, then collected materials in the design thinking workshop course in NCKU, and selected 10 types of gamification elements in the workshop based on the literature. They are 【A.Acknowledge】【B.Progression】,【C.Imposed choice】,【D.Time Pressure】,【E.Cooperation】【F.Competition】,【G.Renovation】,【H.Social Pressure】,【I.Objectives】,and【J.Challenges】. Next, semi-structured interviews are used to understand the operation methods of gamification elements that can motivate students to participate. Then KJ, coding, and a questionnaire was made. Finally, the respondents were divided into two groups according to the number of participation, and the analytical　method of Quantification Theory Type I was carried out
The result showed that the gamification elements used in the workshops slowly progressed in each stage to affect the motivation of participants to participate. For the students who participate frequently, the 【I.Objectives】 of achieving design thinking ability improvement in each stage is the main element that triggers their motivation. The participants who participated less frequently were more attracted to elements that were not directly related to the content of the course. Rewards of【A.Acknowledge】 and【E.Cooperation】 with group members of diverse backgrounds and【H.Social Pressure】 in a team with a positive working attitude can most affect their motivation to participate. Finally, this research purposes two suggestions for the design thinking workshop in the future. One is to add more gamification elements whose main purpose is to drive motivation, and the other is to appropriately diversify students who have participated frequently or less frequently. So that both groups can maintain motivation and enthusiasm at all stages of the workshop.

摘要	i
ABSTRACT ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER 1 INTRODUCTION 1
1 Background and Motivation 1
2 Research Purpose	3
3 Research Scope and Limitation 4
4 Noun Definition 4
5 Content and Struction 4
CHAPTER 2 LITERAURE REVIEW 6
1 Design Thinking and Education 6
1.1 Definition and Development of Design Thinking 6
1.2 Design Thinking Education 9
1.3 Workshop Learning and Design Thinking Workshop 11
2 Gamification 13
2.1 Theory Development of Gamification 13
2.2 Definition of Gamification 13
2.3 Gamification Elements 14
2.4 Motivation Creation by Gamification 19
3 Game-based Learning and Misunderstandings of Gamification Education 22
CHAPTER 3 RESEARCH METHOD 24
1 Research Process and Steps 24
2 Experiment Preparation Stage 26
2.1 Site Introduction and Data Collection 26
2.2 Focus Groups 27
3 Formal Experimental Stage 28
3.1 Semi-structured Interview 28
3.2 KJ Method 28
3.3 Questionnaire Preparation and Distribution 34
4 Experimental Analysis Stage 35
4.1 Quantification Theory Type I Analysis 35
CHAPTER 4 RESULTS AND ANALYSIS 36
1 Gamification Elements and Operation Methods in Whole Workshop 36
2 Gamification Elements and Operation Methods in Each Stage of the Workshop	37
CHAPTER 5 DISCUSSION AND SUGGESTION 40
1 Application of Gamification Elements in Design Thinking Workshop 40
2 The Gamification Elements and Specific Operation Methods of the Workshop That Trigger Motivation for the Students Who Participated Frequently 41
3 The Gamification Elements and Specific Operation Methods of the Workshop That Trigger Motivation for the Students Who Participated Less Frequently 41
4 A Comparison of the Influence of the Design Thinking Workshop's Motivation Creation on the Two Groups 42
5 Suggestions for Future Workshop 43
REFERENCE 44
Appendix A中文論文 48
第一章、緒論 48
1 研究背景與動機 48
2 研究目的 50
3 研究範圍與限制 50
4 名詞定義 50
5 研究內容與架構 50
第二章、文獻探討 52
1設計思考與教育 52
1.1設計思考之定義與發展 52
1.2 設計思考教育 55
1.3 工作坊學習形式與設計思考工作坊 57
1.4 小結 58
2 遊戲化 58
2.1 遊戲化理論之發展 58
2.2 遊戲化理論定義 59
2.3 遊戲化元素 60
2.4 遊戲化之動力營造 63
2.5 遊戲式學習與遊戲化教育誤區 67
2.6 小結	68
3 研究方法 68
3.1 焦點團體法 68
3.2 半結構式訪談 68
3.3 KJ法 69
3.4 數量化I類 69
3.5 小結 70
第三章、實驗方法與流程 71
1 研究流程與步驟 71
2 實驗準備階段 73
2.1場域介紹與資料蒐集 73
2.2 焦點團體之組成與目的 74
2.3 小結	76
3 正式實驗階段 76
3.1半結構式訪談 76
3.2 KJ法整理 77
3.3 問卷編制與發放 83
3.4 小結	84
4 實驗分析階段 84
4.1 數量化I類分析 84
第四章、實驗結果與分析 85
1【0.影響工作坊整體】之遊戲化元素與其操作方式	85
1.1 對象為參與次數多之學員 86
1.2 對象為參與次數少之學員 86
1.3 綜合比較之雷達圖分析 88
1.4 小結	89
2 【工作各階段】之遊戲化元素與其操作方式	90
2.1 破冰階段 90
2.2 DISCOVER階段 92
2.3 DEFINE階段 94
2.4 DEVELOP階段 96
2.5 DELIVER階段 99
5.6 發表與講評階段 101
2.7 綜合比較之折線圖分析 104
2.8 小結 106
第五章、討論與結論 107
1 設計思考工作坊中的遊戲化元素應用 107
2 對參與次數多之學員，引發動力之工作坊遊戲化元素與具體操作方式 108
3 對參與次數少之學員，引發動力之工作坊遊戲化元素與具體操作方式 109
4 比較設計思考工作坊之動力營造對兩族群之影響 109
5 結論 110
6 對未來工作坊籌劃之建議 111
Appendix B遊戲化元素與訪談結果之具體操作方式 113
Appendix C 工作坊中之遊戲化元素與具體操作方式KJ過程 116
Appendix D設計思考工作坊之遊戲化元素操作方式與動力營造問卷 122
                                    

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