近年來，遊戲式學習受到非常大的歡迎，因為遊戲式學習可以帶來諸多的好處。例如，能提升學生的學習動機、能提升學生的學習效率、能刺激學生高層次的認知思考。最重要的是，遊戲式學習能與各個不同領域的學科做結合。然而，在現存的研究中，遊戲式學習系統的可用性並未被重視。基於此點，本研究將整合可用性進入到遊戲式學習系統的設計與發展中，更確切的說我們將採用兩個子研究來完成這個目標。在研究一中，我們將採用尼爾森的啟發式評估來檢驗一款現存的遊戲式學習系統。研究二中，我們將根據尼爾森的可用性標準來設計遊戲式學習系統。在研究一中，我們根據結果產生一系列的設計方針。而研究二將運用這套設計方針設計遊戲式學習系統。為了檢驗這套設計方針的可靠度，我們設計了兩款遊戲式學習系統。第一款包含基本的尼爾森的十項啟發式評估，而第二款除了這十項啟發式還包含我們另外擴充的第十一項啟發式評估，也就是豐富的遊戲元素。另外，進行了實證研究探討可用性是否在這樣的遊戲式學習系統中影響學習者的感觀。研究結果發現，考慮可用性以及遊戲元素的系統，最為被使用者推崇。本研究結果有助於深入了解如何建立一個可用性的遊戲式學習系統，進而達到能優化各種不同類型的遊戲學習系統的目標。Nowadays, game-based learning has become popular because it can provide many benefits for student learning. For example, students’ motivation can be enhanced and their learning effectiveness can be promoted. However, existing research has not paid much attention to improving the usability of game-based learning systems. In this vein, this dissertation aims to incorporate usability into the design of game-based learning systems by conducting two studies. Study One examines an existing game-based learning system based on Nielsen’s ten heuristics while Study Two implement solutions for improving the usability of game-based learning systems. A set of guidelines, which are produced based on the results of Study One, are further verified by proposed two game-based learning systems in Study Two. One game-based learning system is implemented based on Nielsen’s ten heuristics and the implementation of the other game-based learning is on the basis of Nielsen’s ten heuristics as well as a new heuristic, i.e., sufficient game elements. An empirical study is conducted to examine learners’ reactions to the proposed game-based learning systems. The results show that the proposed game-based learning system which considers usability and sufficient game elements is generally appreciated by students.
