在遊戲中設計成就系統機制，可以給予玩家有目標性且不同等級的目標挑戰，隨著玩家完成各種不同類型或是等級的目標後給予相當的獎勵，透過此機制的設計，可以讓玩家學習到在遊戲中遊戲技巧並熟悉遊戲各處的內容。因此，本研究主要在探討當數位遊戲式學習加入成就系統機制之後，不同性別的國小學生透過此機制的心流及學習動機表現是否有顯著差異及各變項之間的關係。此外，在實驗結束後，透過訪談的方式了解學習者對於成就系統機制及實驗結束後表現不同的感受及想法。 研究結果顯示：(1)不同性別的學習者在成就系統機制中，僅在互動類型的獎章表現上有顯著差異，而其他成就系統機制的表現上並無顯著差異；(2)不同性別的學習者在整體心流表現上有顯著差異，且學習者每次的心流表現都會受到當下挑戰的目標影響；(3)不同性別學習者的學習動機都有良好的表現，但並無顯著差異；(4)不同性別學習者的各變項在預測學習動機上有差異，男生僅有心流能預測學習動機，而女生的成就系統機制與心流皆能預測學習動機；(5)在成就系統的機制設計中，圖文表示的方式可以讓學習者更了解，不同等級及不可預期類型獎章的設計可以吸引學生在遊戲中的好奇，並會刺激學生多在遊戲中進行學習及活動。 The achievement systems can provide players with different goals and levels task. When they complete the goals, the game will give them rewards. Through the achievement systems, players can learn skills in the game or get familiar with game. Therefore, the purpose of this study was to examine the effects and relationships of genders on motivation and flow in the game with achievement systems. Besides, there is an interview to realize the learners’ experiences after the experiment. The results revealed that: (a) Learners of different genders showed significant differences only in interaction type. As for other achievement system mechanisms, there were no significant differences. (b) Learners of different genders showed significant differences in flow, and different challenge goals in the game would affect learners’ flow when completing the challenges. (c) Learners of different genders both showed great motivation, but there was no significant difference. (d) Boys’ learning motivation can only be predicted by flow while girls’ learning motivation can be predicted by both achievement systems and flow. (e) According to the design of the achievement systems, learners can understand more through pictures and texts show together. Different levels and unexpected kind of achievement can attract students’ curiosity and stimulate them to do more learning and activities in the game.
