十二年國教自然領域提及科學學習應激發學生主動學習的意願，並強調全面照顧各類學生、兼顧個別特殊需求。然而體育班學生長時間的術科練習使其校園作息與普通班學生差異甚大，學科上課時專注力不足；且普遍自認在學科的學習自我效能低落、學習動機低，實為科學教育與課綱推行須解決之問題。
本研究基於遊戲化八角框架理論，設計「遊戲化電子群眾互動系統」(Gamified electronic audience response system, GEARS)，將遊戲元素融入於學習過程中（例：道具使用、排行榜上自誇、貨幣買賣），讓學生能透過行動載具投入到虛擬世界中，與同學及老師互動、討論和學習。本研究使用前後測準實驗研究法評估學生學習表現。研究以41位高中三年級體育班學生為對象、生物演化單元為內容，探討GEARS融入教學對其學習成就、學習動機及課室專注力的影響。
結果顯示，學生於GEARS融入教學與傳統講述教學相比，學習成就測驗無顯著差異，學習動機的「學習環境誘因」及課室專注力的「專注力選擇」和「專注力強度」有顯著提升。訪談結果則顯示遊戲元素中的倒數計時和道具使用能促進學生回答題目，提升主動學習策略；排行榜則會刺激學生的表現目標；提問機制、道具與公共討論區則能讓學生學習更自在、享受學習環境的變化性。專注力的部分，道具與公共討論區能提升專注力選擇，使學生不易分心：提問與倒數計時則能提升學生的專注強度，讓學生更專注在教師的提問。總體而言，GEARS讓學生更有動機參與在課堂中，也相較於傳統教學環境更能專注在學習中，不選擇直接在課堂中休息。

The Curriculum Guidelines of 12-Year Basic Education in Taiwan indicates science incorporate learning should stimulate students’ willingness to learn actively and take care of all kinds of students in a comprehensive manner. However, long practice time leads a big difference in daily routine between student athletes and students in regular class. Student athletes thus have insufficient concentration in classroom and generally hold low self-efficacy and learning motivation. These problems must be solved for science education and curriculum implementation.
Gamified electronic audience response system (GEARS for short) is designed based on Octalysis gamification framework. GEARS incorporates game mechanics into learning process, such as props usage, bragging on the leaderboard, counting down while answering question, allowing students to engage in virtual world through mobile vehicles to learn with classmates and teacher. The pretest-posttest quasi-experimental design was utilized to evaluate students learning performance in this study. 41 high school senior three student athletes were participated and the chapter of biological evolution was used as teaching content.
Results show that learning achievement scores of GEARS integrated instruction has no significantly difference compared with that of lecture. However, the scales of learning environment stimulation (LES) in learning motivation shows significantly higher scores (p<0.01) than the lecture instruction. The scales of concentration selectivity and concentration intensity also shows significantly higher scores (p<0.01) than that of the lecture instruction. Interview reveals that the time limit during answer time and tools usage promote students answer question, improve “active learning strategies”; the leaderboard stimulate “performance goals”; the questioning mechanism and public question area make students feel enjoyable in changeable learning environment. In the concentration part, tools usage and public question area can improve the concentration selection; questioning mechanism and time limit can increase the concentration intensity. Overall, GEARS makes students more motivated to participate in the classroom. It is also more focused on learning than the traditional teaching environment, and students do not choose to rest directly in the classroom.

Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F.-J. (2013). Using clickers in class. The role of interactivity, active collaborative learning & engagement in learning performance. Computers & Education, 62, 102-110.
Buil, I., Catalán, S., & Martínez, E. (2016). Do clickers enhance learning? A control-value theory approach. Computers & Education, 103, 170-182.
Cain, J., Black, E.-P., & Rohr, J. (2009). An audience response system strategy to improve student motivation, attention, & feedback. American Journal of Pharmaceutical Education, 73(2), 21.
Chien, Y.-T., Chang, Y.-H., & Chang, C.-Y. (2016). Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review, 17, 1-18.
Chou, Y.-K. (2017). Actionable gamification: Beyond points, badges, & leaderboards: Octalysis Media.
Crossgrove, K., & Curran, K.-L. (2008). Using clickers in nonmajors-& majors-level biology courses: student opinion, learning, & long-term retention of course material. CBE—Life Sciences Education, 7(1), 146-154.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
da Rocha Seixas, L., Gomes, A.-S., & de Melo Filho, I.-J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 1-14.
Delgado, M. R., Phelps, E. A., & Robbins, T. W. (Eds.). (2011). Decision making, affect, & learning: attention & performance XXIII(Vol. 23). Oxford: Oxford University Press.
DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J.-J. (2013). Gamifying learning experiences: Practical implications & outcomes. Computers & education, 63, 380-392.
Efstathiou, N., & Bailey, C. (2012). Promoting active learning using audience response system in large bioscience classes. Nurse Education Today, 32(1), 91-95.
Fischer, H., Heinz, M., Schlenker, L., & Follert, F. (2016). Gamifying higher education. Beyond badges, points and Leaderboards. Knowledge Communities in Online Education & (Visual) Knowledge Management, 93. 書
Fleischman, K., & Ariel, E. (2016). Gamification in science education: Gamifying learning of microscopic processes in the laboratory. Contemporary Educational Technology, 7(2), 138-159.
Han, J.-H., & Finkelstein, A. (2013). Underst&ing the effects of professors' pedagogical development with Clicker Assessment & Feedback technologies & the impact on students' engagement & learning in higher education. Computers & Education, 65, 64-76.
Hanus, M.-D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, & academic performance. Computers & education, 80, 152-161.
Heeter, C., Lee, Y.-H., Medler, B., & Magerko, B. (2011). Beyond player types: gaming achievement goal. Paper presented at the Proceedings of the 2011 ACM SIGGRAPH Symposium on Video Games.
Hong, X., & Zhan, X. (2018). Research on Children's Medical Products Design Based on Gamification. Paper presented at the 3rd International Conference on Contemporary Education, Social Sciences & Humanities (ICCESSH 2018).
Huang, B., & Hew, K.-F. (2015). Do points, badges & leaderboard increase learning & activity: A quasi-experiment on the effects of gamification. Paper presented at the Proceedings of the 23rd International Conference on Computers in Education.
Hursen, C., & Bas, C. (2019). Use of gamification applications in Science Education. International Journal of Emerging Technologies in Learning (iJET), 14(1), 4-23.
Hwang, M., Hong, J., Cheng, H., Peng, Y., & Wu, N. (2013). Gender differences in cognitive load and competition anxiety affect 6th grade students’ attitude toward playing and intention to play at a sequential or synchronous game. Computers & Education, 60, 254–263.
Jagušt, T., Botički, I., & So, H.-J. (2018). Examining competitive, collaborative and adaptive gamification in young learners' math learning. Computers & Education, 125, 444-457.
Kay, R., & Knaack, L. (2009). Exploring the use of audience response systems in secondary school science classrooms. Journal of Science Education & Technology, 18(5), 382-392.
Lamprinou, D., & Paraskeva, F. (2015). Gamification design framework based on SDT for student motivation. Paper presented at the 2015 International Conference on Interactive Mobile Communication Technologies & Learning (IMCL).
Li, W., Grossman, T., & Fitzmaurice, G. (2012). GamiCAD: a gamified tutorial system for first time autocad users. Paper presented at the Proceedings of the 25th annual ACM symposium on User interface software & technology.
Liu, C., Chen, S., Chi, C., Chien, K.-P., Liu, Y., & Chou, T.-L. (2017). The effects of clickers with different teaching strategies. Journal of Educational Computing Research, 55(5), 603-628.
Lu, T., & Yang, X. (2018). Effects of the visual/verbal learning style on concentration & achievement in mobile learning. EURASIA Journal of Mathematics, Science & Technology Education, 14(5), 1719-1729.
Mekler, E.-D., Brühlmann, F., Opwis, K., & Tuch, A.-N. (2013). Do points, levels & leaderboards harm intrinsic motivation?: an empirical analysis of common gamification elements. Paper presented at the Proceedings of the First International Conference on gameful design, research, & applications.
Ortiz‐Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777-788.
Pettit, R.-K., McCoy, L., Kinney, M., & Schwartz, F.-N. (2015). Student perceptions of gamified audience response system interactions in large group lectures & via lecture capture technology. BMC Medical Education, 15(1), 92.
Preszler, R.-W., Dawe, A., Shuster, C.-B., & Shuster, M. (2007). Assessment of the effects of student response systems on student learning & attitudes over a broad range of biology courses. CBE—Life Sciences Education, 6(1), 29-41.
Sánchez-Martín, J., Cañada-Cañada, F., & Dávila-Acedo, M.-A. (2017). Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Thinking Skills and Creativity, 26, 51-59.
Stern, L. (2004). Effective assessment: Probing students' underst&ing of natural selection. Journal of Biological Education, 39(1), 12-17.
Su, C.-Y., & Chen, C.-H. (2018). Investigating the Effects of Flipped Learning, Student Question Generation, & Instant Response Technologies on Students’ Learning Motivation, Attitudes, & Engagement: A Structural Equation Modeling. EURASIA Journal of Mathematics, Science & Technology Education, 14(6), 2453-2466.
Sun, J. C.-Y., & Hsieh, P.-H. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Journal of Educational Technology and Society, 21(3), 104-116.
Tuan, H.-L., Chin, C.-C., & Shieh, S.-H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International journal of science education, 27(6), 639-654.
Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning (iJET), 11(7), 64-69.
Von Glasersfeld, E. (1998). Cognition, construction of knowledge, & teaching. In Constructivism in science education (pp. 11-30). Springer, Dordrecht.
Wood, R., & Shirazi, S. (2020). A systematic review of audience response systems for teaching and learning in higher education: the student experience. Computers and Education, 153, 1-16.
Yourstone, S.-A., Kraye, H.-S., & Albaum, G. (2008). Classroom questioning with immediate electronic response: Do clickers improve learning? Decision Sciences Journal of Innovative Education, 6(1), 75-88.
吳坤璋、黃台珠與吳裕益（2005）。影響中小學學生科學學習成就的因素之比較研究。教育心理學報，37(2)，147-171。
吳慧葳（2015）。數位遊戲式 APP 對中學體育班學習成效評估-以高中物理力學篇為例（碩士論文）。淡江大學教育科技學系學位論文，1-83。
李龍豪、簡佑達、張俊彥、李宗諺與曾元顯（2016）。短文回應的主題自動歸類在行動教育活動上之應用初探。圖書資訊學研究，11(1)，47-84。
辛怡瑩與邱美虹（2010）。 以概念演化樹探討跨年級學生演化概念之發展。科學教育學刊，18(2)，131-153。
林玉雯、黃台珠與劉嘉茹（2010）。課室學習專注力之研究-量表發展與分析應用。科學教育學刊，18(2)，107-129。
林凱胤（2014）。即時回饋機制對學生學習專注力影響之研究。科學教育學刊，22(1)，87-107。
教育部（2014）。十二年國民基本教育課程綱要總綱。台北市：教育部。
教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校─自然科學領域。台北市：教育部。
教育部（2019）。十二年國民基本教育體育班課程實施規範。台北市：教育部。
教育部（2020）。107年度學校體育統計年報。台北市：教育部體育署。
陳子弘（2017）。高中體育班學生與運動績優生學習適應與升學意向之研究（碩士論文）。國立體育大學體育研究所學位論文，1-84。
陳喬雯（2015）新北市立國中體育班學生學習適應與未來升學意願之研究（碩士論文）。國立臺灣師範大學體育學系學位論文，1-113。
曾祥瑞（2018）。為難相間：高中體育班教學實踐與學生學習差異之敘事研究（碩士論文）。國立臺灣師範大學教育學系學位論文，1-103。
詹志禹（2002）。建構論：理論基礎與教育應用 (Vol. 1)。正中書局：流傳文化。
詹順利與劉宣谷（2015）。國中體育班學生在數學科學習現況之研究-以北市某國中為例。國民教育，55(4)，91-106。
劉志偉與倪子翔（2013）。我國高中體育班發展現況之探討。輔仁大學體育學刊，12，151-162。
蔡玄俊、盧瑞山與陳智明（2012）。臺北市高中體育班學習動機與學習滿意度之研究。嘉大體育健康休閒期刊，11(3)，153-162。
蔡執仲、段曉林與靳知勤（2007）。巢狀探究教學模式對國二學生理化學習動機影響之探討。科學教育學刊，15(2)，119-144。
盧台華、黃彥融與洪瑞成（2016）。十二年國民基本教育課程綱要特色及其在特殊教育之應用建議。特殊教育季刊，139，1-7。