遊戲化體驗 : 獎懲敏感度對人格特質與情感參與之中介效果

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：66

、訪客IP：3.145.172.206

姓名

邱家嫻(Chia-Hsien Chiu) 查詢紙本館藏

畢業系所

企業管理學系

論文名稱

遊戲化體驗 : 獎懲敏感度對人格特質與情感參與之中介效果
(Gamification Experience : The Mediating Effect of Reward and Punishment Sensitivity on Personality and Affective Engagement)

相關論文

★ 書寫情緒表達及宗教對於創傷適應及健康的影響	★ Do Erotic Stimuli Interfere with Response Inhibition? A Comparison of EEG between Sexual Offenders and Non-Offender Controls
★ 以社交情緒相關課程探討學齡期兒童之社交與情感能力	★ 探討P300事件關聯電位特徵用於分析隱藏訊息測驗之腦波資料的效果
★ 人格特質與飲食控制行為之關聯: 以間歇性斷食為例	★ 員工協助方案在企業招募的潛在角色：以應徵意願為例
★ ESG資訊對投資意願之影響 −檢視人格特質、價值觀、風險承受能力作為調節變項

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

遊戲化的概念最早由英國工程師Nick Pelling於2002年提出，並迅速應用於各種非遊戲場景，隨著科技的進步，智能手機和穿戴式設備的普及使得遊戲化的應用更加廣泛。遊戲化旨在將遊戲元素引入非遊戲情境，透過娛樂的方式改變用戶行為，促進其他目標。然而，遊戲化體驗受多種因素影響，個體受到遊戲化的影響程度因人而異。不同人格特質對於遊戲元素有不同感知；獎懲元素是遊戲化設計最常用的策略之一，個體面對獎勵或懲罰時，可能會有不同的反應；情感會影響個體參與活動過程中的主觀體驗和參與度。因此，本研究旨在探討在遊戲化架構下，人格、獎懲敏感度及情感參與之間的關係，並深入了解獎懲敏感度是否中介大五人格特質和情感參與。
本研究於台灣桃園中原大學及中央大學招募了101位學生進行記憶翻牌卡遊戲實驗，評估不同人格學生在遊戲過程中的情感參與度。透過相關性分析了解不同人格、獎懲敏感度及情感參與的相關性，進一步控制變數進行迴歸分析，發現人格特質與情感參與雖沒有直接相關，但可能存在間接效果；因此，透過信賴區間檢定中介效果得知獎勵敏感度中介外向性、盡責性、開放性與情感參與，懲罰敏感度中介外向性與情感參與。本研究之研究結果可幫助了解遊戲化對於不同個體的適用性，從而推動遊戲化在個體與組織中的應用和發展。

摘要(英)

The concept of gamification was first introduced by British engineer Nick Pelling in 2002 and has since been rapidly applied to various non-game scenarios. With advancements in technology and the widespread use of smartphones and wearable devices, the application of gamification has become more extensive. Gamification aims to incorporate game elements into non-game contexts, using entertainment to alter user behavior and promote other goals. However, gamification is influenced by multiple factors such as personality traits, perceptions of game elements, and emotions. This study aimed to explore the relationships among personality traits, sensitivity to rewards and punishments, and affective engagement within a gamified framework.
This study included 101 participants who played a memory card flip game. Participants completed a questionnaire that assessed their personality, reward and punishment sensitivity, affective engagement, and demographic information. Results showed that personality traits were not directly related to affective engagement, but an indirect effect was found. This study could help advance the understanding and applications of gamification to individuals and organizations.

關鍵字(中)

★ 遊戲化
★ 大五人格特質
★ 獎勵敏感度
★ 懲罰敏感度
★ 情感參與

關鍵字(英)

★ gamification
★ big five personality
★ sensitivity to reward
★ sensitivity to punishment
★ affective engagement

論文目次

摘要 i
Abstract ii
誌謝 iii
圖目錄 vii
表目錄 viii
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 2
1-3 研究架構 3
二、文獻探討 4
2-1 遊戲與遊戲化 4
2-1-1 遊戲 4
2-1-2遊戲化 4
2-2 人格特質 5
2-2-1 人格 5
2-2-2 大五人格 5
2-3 獎懲敏感性 6
2-3-1 獎勵與懲罰 6
2-3-2 強化敏感性理論 6
2-4 參與度 7
2-4-1 參與度分類 7
2-4-2 沉浸理論與情感參與 7
三、研究方法 9
3-1 研究問題及假設架構 9
3-2 研究假設 9
3-2-1 大五人格與情感參與 9
3-2-2 大五人格與獎懲敏感度 10
3-2-3 獎懲敏感度與情感參與 11
3-2-4 獎懲敏感度中介大五人格及情感參與 11
3-3 測量方法 13
3-3-1 實驗流程 13
3-3-2 實驗材料 13
四、研究結果 15
4-1 信效度分析 15
4-1-1 信度分析 15
4-1-2 效度分析 16
4-2 敘述統計 17
4-2-1 樣本描述 17
4-2-2 量表描述性統計量 17
4-3 相關性分析 18
4-4 迴歸分析 19
4-4-1 大五人格與情感參與 19
4-4-2 大五人格與獎懲敏感度 21
4-4-3 獎懲敏感度與情感參與 24
4-4-4 獎懲敏感度中介大五人格及情感參與 25
五、結論與建議 31
5-1 討論 31
5-1-1 描述性統計量 31
5-1-2 大五人格與情感參與 31
5-1-3 大五人格與獎懲敏感度 32
5-1-4 獎懲敏感度與情感參與 33
5-1-5 獎懲敏感度中介大五人格及情感參與 34
5-2 結論 35
5-3 研究貢獻與管理意涵 36
5-4 研究限制與未來建議 37
參考文獻 38
附錄 45

參考文獻

Memory: Free online game – Brain training。取自https://www.helpfulgames.com/subjects/brain-training/memory.html
李仁豪、鍾芯瑜（2020）。中文版簡式「五大人格量表」BFI 的發展。測驗學刊，67(4)，271–299
Brigham, T. J. (2015). An introduction to gamification: adding game elements for engagement. Medical Reference Services Quarterly, 34(4), 471–480.
Bergmann, N., Schacht, S., Gnewuch, U., & Maedche, A. (2017). Understanding the Influence of Personality Traits on Gamification: The Role of Avatars in Energy Saving Tasks. Proceedings of the 38th International Conference on Information Systems (ICIS).
Bernecker, K., & Ninaus, M. (2021). No Pain, no Gain? Investigating motivational mechanisms of game elements in cognitive tasks. Computers in Human Behavior, 114, 106542.
Bitrián P, Buil I and Catalán S (2021). Enhancing user engagement: The role of gamification in mobile apps. Journal of Business Research 132, 170–185.
Botte, Brunella, Sander Bakkes, & Remco Veltkamp (2020). Motivation in Gamification: Constructing a Correlation Between Gamification Achievements and Self-determination Theory. Lecture Notes in Computer Science 12517, 157–166
Çeker, E., & Ozdamli, F. (2017). What" gamifcation" is and what it’s not. European Journal of Contemporary Education, 6(2), 221–228.
Codish, D., & Ravid, G. (2014). Personality based gamification: How different personalities perceive gamification. In Proceedings of the 22nd European Conference on Information Systems (ECIS).
Deci E.L., Koestner R, Ryan R.M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychol. Bull. 125, 627–668
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". Paper presented at the Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments.
Ferro, L. S. (2018). An analysis of players’ personality type and preferences for game elements and mechanics. Entertainment Computing, 27, 73–81
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, Context, and adjustment: Addressing definitional, Measurement, and methodological issues. Learning and Instruction, 43, 1–4.
Gutiérrez, G. J. L., Moreno-Jiménez, B., Hernández, E. G., & Puente, C. P. (2006). Personality and subjective well-being: big five correlates and demographic variables. Personality and Individual Differences, 38, 1561-1569.
Hadziahmetovic, N. & Mujezinovic´ M. (2021). The role of the big five personality profiles in employee affective commitment and engagement: Case of small and medium enterprises. International Journal of Business and Administrative Studies, 7(2), 74–88.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - a literature review of empirical studies on gamification. 47th Hawaii International Conference on System Sciences, 3025–3034
Hassan, L., & Hamari, J. (2020). Gameful civic engagement: A review of the literature on gamification of e-participation. Government Information Quarterly, 37(3), 1-21.
Hayes, A.F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Commun. Monogr. 76, 408–420.
Hayes, A. F. (2017). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. New York, NY: The Guilford Press.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., et al. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development. 68, 1875–1901
Hundt, N. E., Brown, L. H., Kimbrel, N. A., Walsh, M. A., Nelson-Gray, R., and Kwapil, T. R. (2013). Reinforcement sensitivity theory predicts positive and negative affect in daily life. Personal. Individ. Differ. 54, 350–354.
Igartua, J. J., & Hayes, A. F. (2021). Mediation, moderation, and conditional process analysis: Concepts, computations, and some common confusions. The Spanish Journal of Psychology, 24(6), 49
Jia, Y., Liu, Y., Yu, X., Voida, S. (2017). Designing leaderboards for gamification: Perceived differences based on user ranking, application domain, and personality traits. In: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems. ACM, 1949–1960.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of personality:Theory and research, 2, 102-138.
Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: A theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183–1201
Kim, H.J., Shin, K.H. & Swanger, N. (2009). Burnout and engagement: a comparative analysis using the big five personality dimensions. International Journal of Hospitality Management, 28, 96-104.
King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. B. (2015). Positive affect
catalyzes academic engagement: Cross-sectional, longitudinal, and experimental
evidence. Learning and Individual Differences, 39, 64–72.
Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179 – 188.
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210
Li, C-S.R., Huang, C-Y., & Sun, C-W.V. (2007). Gender differences in punishment
and reward sensitivity in a sample of Taiwanese college students. Personality
and Individual Differences, 43, 475-483
Marache-Francisco, C., & Brangier, E. (2012). Redefining Gamification. In K. Blashi (Ed), Proceedings of IADIS International Conference Interfaces and Human Computer Interaction 2012, 227 – 231
McCrae, R. R., & Costa Jr, P. T. (1997). Personality trait structure as a human universal. American psychologist, 52 (5), 509.
Mitchell, J.T., Kimbrel, N.A., Hundt, N.E., Cobb, A.R., Nelson-Gray, R.O., & Lootens,
C.M. (2007). An analysis of Reinforcement Sensitivity Theory and the FiveFactor model. European Journal of Personality, 21, 869–887.
Nasirzadeh, E. and Fathian, M. (2020). Investigating the effect of gamification elements on bank customers to personalise gamified systems, International Journal of Human-Computer Studies, 143, 102469.
Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. ERIC.
Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Huber, S., Klein, E., Karnath, H.-O., & Moeller, K. (2019). Increased affective engagement in game-based learning – A Machine learning approach on facial emotion detection data. Computers & Education, 142, 103641–103610.
Ninaus, M., Pereira, G., Stefitz, R., Prada, R., Paiva, A., Neuper, C., & Wood, G. (2015). Game elements improve performance in a working memory training task. International Journal of Serious Games, 2(1), 3–16.
Ongore, O. (2014), A study of relationship between personality traits and job engagement, Procedia – Social and behavioral Sciences, 1315-1319.
Orji, R., Alslaity, A., & Chan, G. (2023). Towards understanding the mechanism through which reward and punishment motivate or demotivate behaviors. Behavior & Information Technology. Advance online publication.
Preacher, K. , & Hayes, A. F. (2004). Spss and sas procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, 36(4), 717–731
Purnamaningsih, E. H. (2017). Personality and emotion regulation strategies. Int. J. Psychol. Res, 10, 53–60.
Putarek, V, Rovan, D., & Pavlin-Bernardić, N. (2019). Relations of patterns of perfectionism to BIS sensitivity, achievement goals and student engagement. Learning and Motivation, 68, 1-14
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Schobel SM., Janson A. & Leimeister JM. (2023). Gamifying online training in management education to support affective engagement and problem-solving skills. Journal of Management Education. 47(2), 166–203
Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, affective engagement, and motivation on success in a gamified online learning environment, J. Educ. Comput. Res. 57 (8), 2006–2031.
Huber, S. E., Cortez, R., Kiili, K., Lindstedt, A., & Ninaus, M. (2023). Game elements
enhance engagement and mitigate attrition in online learning tasks. Computers in
Human Behavior, 149, 107948.
Silic, M., & Back, A. (2017). Impact of gamification on user’s knowledge-sharing practices: Relationships between work motivation, performance expectancy and work engagement. In Proceedings of the 50th Hawaii International Conference on System Sciences, 1308-1317.
Silpasuwanchai, C., Ma, X., Shigemasu, H., & Ren, X. (2016). Developing a comprehensive engagement framework of gamification for reflective learning.
Proceedings of the 2016 ACM Conference on Designing Interactive Systems, 459-472.
Smits, D. J. M., & Boeck, P. D. (2006). From BIS/BAS to the Big Five. European Journal of Personality, 20, 255−270
Soto C.J. (2015). Is happiness good for your personality? Concurrent and prospective relations of the big five with subjective well-being. Journal of personality. 83(1), 45–55.
Stoeber, J., & Corr, P. J. (2015). Perfectionism, personality, and affective experiences: New insights from revised Reinforcement Sensitivity Theory. Personality and Individual Differences, 86, 354-359.
Sulea, C., Van Beek, I., Sarbescu, P., Virga, D., & Schaufeli, W. B. (2015). Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits. Learning and Individual Differences, 42, 132–138.
Revelle, W., & Scherer, K. R. (2009). Personality and emotion. Oxford Companion to Emotion and the Affective Sciences, 21-28
Tondello, Gustavo F., Alberto Mora, and Lennart E. Nacke. (2017). Elements of Gameful Design Emerging from User Preferences. Proceedings of the Annual Symposium on Computer-Human Interaction in Play - CHI PLAY , 17, 129–142
Torrubia R., Ávila C., Moltó J., Caseras X. (2001). The Sensitivity to Punishment and Sensitivity to Reward Questionnaire (SPSRQ) as a measure of Gray’s anxiety and impulsivity dimensions. Personality and Individual Differences, 31, 837–862.
Tsan, J. Y., Day, S. X., Schwartz, J. P., & Kimbrel, N. A. (2011). Restrictive emotionality, BIS, BAS, and psychological helpseeking behavior. Psychology of Men & Masculinity, 12(3), 260–274.
Van Beek, I., Kranenburg, I. C., Taris, T. W., & Schaufeli, W. B. (2013). BIS- and BAS activation and study outcomes: A mediation study. Personality and Individual Differences, 55, 474–479
Vangeel, J.; Beullens, K.; Vervoort, L.; De Cock, N.; Van Lippevelde, W.; Goossens, L. & Eggermont, S. (2017) The role behavioral of activation and inhibition in explaining adolescents’ game use and game engagement levels. Media Psychol, 20, 116–143.
Vecchione, M., Ghezzi, V., Alessandri, G., Dentale, F., & Corr, P. J. (2021). BIS and BAS sensitivities at different levels of personality description: A latent-variable approach with self- and informant-ratings. Journal of Personality Assessment, 103, 246–257.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070.
Zhang, X., Chen, G., & Xu, B. (2020). The influence of group Big-Five personality composition on student engagement in online discussion. International Journal of Information and Education Technology, 10(10), 744–750.
Z. Turan, Z. Avinc, K. Kara, Y. Goktas. (2016). Gamification and education: achievements, cognitive loads, and views of students. Technol.Learn. 11 (7), 64–69.
Zulkarnain, A.H.B., Cao, X., Kokai, ´ Z., Gere, A. (2024). Self-assessed experience of emotional involvement in sensory analysis performed in virtual reality. Foods 13 (3), 375

指導教授

陳永儀(Yung-Yee Chen)

審核日期

2024-7-25

推文