【此篇文章之同儕評閱意見報告（Open Point）及導讀簡報（InSight Point）請至本刊網站查閱。https://doi.org/10.6120/JoEMLS.202407_61(2).0027.RS.AM】

本研究利用Uptale 線上平台設計一套遊戲化虛擬導覽應用以促進圖書館利用學習，並從情意（學習動機和情境興趣）與認知（學習表現）面向來進行學習成效評估。本研究採實驗法將大學生隨機分配實驗組（34 位）與控制組（31 位），實驗組學生利用導入遊戲化設計的圖書館虛擬導覽進行學習；而控制組學生則使用無導入遊戲化設計的虛擬導覽。研究結果顯示，本研究開發的虛擬導覽應用對圖書館利用教育的學習動機有正面的影響，不過是否導入遊戲機制對學習動機的影響沒有顯著差別。相較於未導入遊戲化的學習情境，學生在遊戲化的學習活動裡感受到情境興趣的挑戰性較高。本研究亦發現無遊戲化導入的虛擬導覽應用對原本圖書館利用學習表現低落的學生幫助較多。

【Please visit JoEMLS website to read the Peer Review Report (Open Point) and Article Summary (InSight Point) of the article. https://doi.org/10.6120/JoEMLS.202407_61(2).0027.RS.AM】

This study aimed to develop a gamified virtual tour application for library instruction using an immersive learning authoring online platform, namely Uptale. W e t hen e valuated s tudents’ affective (i.e., learning motivation and situational interest) and cognitive (learning outcomes) performance when they engaged in the gamified virtual tour application. A randomized pretest-posttest control group experimental design was used in this study. While 34 students in the experimental group were involved in the gamified virtual tour for library instruction, 31 students in the control group were involved in the virtual tour for library instruction without gamification. Results showed that the virtual tour application developed in this study could benefit the students’ library learning motivation. However, whether integrating gamified strategies into the virtual tour or not did not influence the students’ learning motivation. Moreover, students exhibited significantly stronger perceptions of situational interest regarding challenge in the gamified virtual environment than they did in the non-gamified virtual learning context. It was found that students with lower level learning outcomes in the pretest performed better in the posttest when engaging in the non-gamified virtual environment.

虛擬實境; 遊戲化; 學習動機; 情境興趣; 圖書館

Virtual reality; Gamification; Learning motivation; Situational interest; Library