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Becirovic, Emkic Medina. "Motivation - the driving force for our actions : A study of the importance of learning experiences, learner beliefs, self-determination and personal goals for motivation and attitudes in English language learning." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8232.
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The pedagogical debates within language learning and language teaching have emphasized motivation as one of the key factors. Conversely, the broadness of motivation and its complexity has been acknowledged as a challenging concept which is difficult to grasp. This study aims at examining motivation as a concept determined by different internal and external factors which also shape individuals’ attitudes towards language learning. With the aim of understanding the existence of motivation and attitudes in a variety of contexts, individuals’ level of language knowledge is the point of departure in this study. Motivation and attitudes in language learning are examined in the light of individuals’ learning experiences, personal beliefs, self-determination and personal goals.
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Löwenberg, Jakob. "CAN FRIVOLOUS ELEMENTS INCREASE PLAYER RETENTION IN A SERIOUS GAME?" Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15675.
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The focus of this thesis is to examine if it is possible to increase player retention in a serious game simply by adding a number of game elements that do not aid in the games serious purpose. In order to study this two versions of a serious game called Frogsnap, one with these elements and one without, are examined. The results from this examination is that the game elements managed to increase the time participants interacted with the game, and how many levels they completed. But they did not increase the amount of data that the game collected, which means that they alone did not manage to make the game more efficient in completing its purpose.
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Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.
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Picone, Bastiaan, Jan Mundorf, and Gustav Davidsson. "Gymification - Inducing Intrinsic Motivation through a Gamified Gym Application." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44068.
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Abstract Background: Both the fitness and gamification industry are booming with no signs of slowing down in the near future. Gamified applications are entering the markets, attempting to induce gameful elements into tedious environments to enhance intrinsic motivation. The same goes for the gym sector, as market leaders, such as the Swedish gym chain Nordic Wellness, are increasingly implementing gamification elements into their business models. Problem: The true effectiveness of gamification on intrinsic motivation remains underdeveloped. Literature highlights the necessity of adapting gamification design towards the end-user, by considering the different effects from the individual game elements and the context. However, the gym context has been completely neglected, even though gamification has become increasingly utilized in this sector. Purpose: The purpose of this study is to increase the body of knowledge on how extrinsic mechanisms such as gamification can influence intrinsic motivation. This study utilizes the context of a gamified gym application for Nordic Wellness to determine the motivational potential of game elements. Thereby, the research team attempts to add to the body of literature by expanding on the effectiveness of gamification on intrinsic motivation, while also contributing through entering a currently undiscovered domain of gamification in the gym context. Method: A qualitative approach with fifteen semi-structured interviews has been conducted on young Swedish adults attending the Swedish gym chain Nordic Wellness. Results: The findings suggest Self-Determination Theory as a valid framework to examine the effects of gamification on intrinsic motivations. Through connecting the identified themes and theory, a framework is proposed for the evaluation on the effectiveness of game elements on intrinsic motivation. From evaluating the discussed game elements through this framework, recommendations are made for a gamified gym application that is argued to positively satisfy the psychological needs and therefore enhance the intrinsic motivations in a gym context.
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Jones, Kristie Kaye. "Beyond a relational understanding of fractions elements of instruction that contribute to preservice teachers' knowledge and motivation /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3501.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Grund, Christian [Verfasser], and Marco [Akademischer Betreuer] Meier. "Supporting Learning in Information Systems by Facilitating Motivation with Games and Game Elements / Christian Grund ; Betreuer: Marco Meier." Augsburg : Universität Augsburg, 2018. http://d-nb.info/116284079X/34.
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Grund, Christian Verfasser], and Marco [Akademischer Betreuer] [Meier. "Supporting Learning in Information Systems by Facilitating Motivation with Games and Game Elements / Christian Grund ; Betreuer: Marco Meier." Augsburg : Universität Augsburg, 2018. http://nbn-resolving.de/urn:nbn:de:bvb:384-opus4-385053.
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Levin, Jakob, and Adam Lindegren. "Spelifiering inom träningsapplikationer och dess inverkan påyttre motivation." Thesis, Mittuniversitetet, Institutionen för data- och systemvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-43210.
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Introduction: Gamification in fitness applications is aboutstimulating and motivating users to increase physicalactivity performance through implemented game elements.This study hopes to strengthen the image of gamification asan effective motivation-boosting strategy, to counteract theeffects that a sedentary lifestyle has on the health ofindividuals through the increasing digitalization of society.Purpose and Methods: The purpose of this study is toinvestigate how extrinsic motivation can affect users ofgamified fitness applications to perform physical activity.This study used mixed methods and a combination of aquantitative and a qualitative method with a parallel designused to combine the quantitative and qualitative dataanalysis results. Results: This study can provide users withsupport in choosing fitness applications based on theirtraining habits and facilitate the development of trainingapplications by helping to create an understanding ofindividual game elements that affect potential users. As wellas provide a better understanding of how gamification infitness applications can positively impact users' motivationand how to avoid the negative aspects gamification in fitnessapplications can bring. Conclusions: Game elements cancontribute to performing physical activity to varyingdegrees. Users who act after external regulation orintrojection tend to have a weaker connection to the activitybeing performed. While users who act after identification, orintegration tend to have a stronger connection to the activitybeing performed.Introduktion: Spelifiering inom träningsapplikationerhandlar om att stimulera och motivera användare till ett ökatutförande av fysisk aktivitet genom implementeradespelelement inom applikationer. Genom den ökandedigitalisering i samhället hoppas denna studie kunna stärkabilden av spelifiering som en effektiv motivationshöjandestrategi för att motarbeta de effekter som en sedentär livsstilhar på individers hälsa. Syfte och Metod: Syftet med dennastudie är att undersöka hur yttre motivation kan påverkaanvändare av spelifierade träningsapplikationer att utförafysisk aktivitet. Denna studie nyttjade mixade metoder, en kombination av en kvantitativ och en kvalitativ metod meden parallell design som användes för att sammanföraresultaten av den kvantitativa- och den kvalitativadataanalysen. Resultat: Resultatet från denna studie kanförse användare med stöd vid valet av träningsapplikationerutifrån deras individuella träningsvanor och underlätta vidutvecklingen av träningsapplikationer genom att hjälpaskapa förståelse för individuella spelelements påverkan påpotentiella användare. Samt ge en bättre förståelse för hurspelifiering inom träningsapplikationer kan ha en positivinverkan på användares motivation och hur man kanundvika de negativa aspekter spelifiering inomträningsapplikationer kan föra med sig. Slutsats:Spelelement kan bidra till utförandet av fysisk aktivitet tillen varierande grad. Användare som agerar efter externstyrning eller introjektion tenderar att ha en svagareanknytning till den aktivitet som utförs. Medan användaresom agerar efter identifiering eller integration tenderar att haen starkare anknytning till den aktivitet som utförs.
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Trigo, Algar Antonio Rafael. "Serious Games For Overcoming Phobias : The Benefits of Game Elements." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9513.
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This thesis analyses the benefits of applying game elements to a Virtual Reality application for overcoming phobias, with a special focus on acrophobia, i.e. the fear of heights. Two different prototypes using the Oculus Rift head-mounted display were developed with a gradually exposure to heights. Both prototypes shared the same acrophobic scenario, but one included extra features from games such as engagement, motivation or goals. Twenty-four participants, divided into two groups of twelve, with moderate aversion to heights tested the prototypes. The participants’ heart rate and the time that they looked down from high altitudes were also measured and evaluated. The study showed slightly higher results regarding motivation for the prototype which included the additional game elements. Future studies should include a different head-mounted display, which would allow a longer time of play without motion sickness, and the participation of people diagnosed with acrophobia.
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Paulsson, Sanna, and Linda Lindgren. "Retention : An explanatory study of Swedish employees in the financial sector regarding leadership style, remuneration and elements towards job satisfaction." Thesis, Växjö University, School of Management and Economics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1920.
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Introduction: Companies today are forced to function in a world full of change and complexity, and it is more important than ever to have the right employees in order to survive the surrounding competition. It is a fact that a too high turnover rate affects companies in a negative way and retention strategies should therefore be high on the agenda. When looking at this problem area we found that there may be actions and tools that companies could use to come to terms with this problem. Research told us that leadership, remuneration and elements like participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere is important for job satisfaction and retention.
Object: The main objective is to increase the understanding regarding employee’s retention in relation to leadership style, remuneration and elements such as participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere in the Swedish financial sector.
Method: We wanted to investigate how employee of the Swedish financial sector prefers to be retained, and how they consider and react to the chosen areas. The survey has a quantitative approach with a web based questionnaire and includes 129 respondents from banks, insurance and finance companies. The theoretical framework includes leadership and leadership style, financial as well as non-financial remuneration and research done in later years regarding participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere connected to retention.
Conclusion: The result shows that regarding leadership the respondents prefer leadership based on relations were they feel appreciation. Both appreciations from the closest manager as well as the company management influences employee job satisfaction in a positive way. More money was the most common reason for wanting to change jobs, and when asking how the remuneration system should be designed, base pay with additional bonus and benefits were preferred. But also non financial factors such as participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere must be taken in consideration to satisfy since they seem to increase employees’ willingness to stay in the company.
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Bengtsson, Amanda, and Olivia Wredh. "Mål, en drivkraft i projekt? Hur mål och andra faktorer har betydelse för en projektmedarbetares motivation Has the usage of goals in a project an effect on the motivation? How goals and other elements are of importance for a project member’s motivation." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21726.
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En kvalitativ studie har gjorts där intervjuer har använts som metod för insamling av data. Det har genomförts semistrukturerade intervjuer där de som har intervjuats har varit personer med olika åldrar, olika kön och som har olika yrken inom olika branscher. Studien har sitt huvudsyfte i att undersöka om och i så fall hur mål har betydelse för medarbetares motivation. Studien syftar också till att ta reda på om det finns andra faktorer som kan ha betydelse för motivationen. Resultatet visar att konkreta mål leder till att projektdeltagare blir motiverade i sitt arbete. Dessutom säger vårt resultat att faktorer som lön, belöning, kollegor, ansvar och känsla av att göra ett meningsfullt arbete har betydelse för motivationen hos medarbetare i projekt. Det visar sig också att hur mål används, exempelvis att alla medarbetare är medvetna om de mål som finns och att mål följs upp, får en betydelse för motivationen.A qualitative study has been made where interviews were used as a method of data collection. Semi-structured interviews have been implemented were the interviewees are people with different ages, different sexes and who has different occupations in different industries. The main purpose with this study is to examine whether, and if so, how goals are of importance for a project member’s motivation. The study also aims to find out if there are other elements that can have importance for the motivation. The result shows that concrete goals make project members motivated in their work. The result also shows that elements like salary, reward, colleagues, responsibility and the feeling of doing a meaningful work have importance for a project member’s motivation. It also shows that how project groups work with goals are important for the motivation, for example all employees need to be aware of the existing goals.
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Zobal, Cheryl. "Employee Engagement: The Impact of Spiritual, Mental, Emotional and Physical Elements on the Relationship Between Employee Engagement and Behavioral Outcomes." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799489/.
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Data were collected by an external company for a healthcare service firm interested in learning the job-related attitudes of their employees. Thus, archival data from 1,287 employees were collected for a different purpose. The survey consisted of 117 questions covering a broad range of constructs. Consequently, the items were used to derive effective measures of employee engagement and behavioral outcomes, as well as the emotional, mental, spiritual and physical dimensions. Exploratory and confirmatory factor analysis procedures were used to create scales reflecting these four factors. Interestingly, six scales emerged, logically linking to and further specifying the initial dimensions. These were Organizational Linkage, Manager Relationship, Job Fit, Job Clarity, Work Pressure, and Meaningful Work. To test the hypotheses, six separate regression equations were calculated, which statistically supported modification by each of the dimensions. However, statistical significance of the interactions resulted from having a large sample, given the actual association was too small to be meaningful (e.g., a contribution of 0.6% of the variance). As each of the dimensions had a main effect on the behavioral measure during hypothesis testing, exploratory regression equations were calculated to further understand the interrelationships. Of most interest was finding that in the presence of Engagement, the main effects of only Organizational Linkage and Job Fit reached significance. However, when Engagement was not included, four of the six dimensions made a significant contribution to Behavioral Outcomes. Overall, there was support for previous conceptualizations. From the scientist-practitioner perspective, the six factors identified in this study may be more useful than the four initially proposed. The distinctions give practitioners additional information to use in interventions to improve employee behavior and retention.
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Pedro, Laís Zagatti. "Uso de gamificação em ambientes virtuais de aprendizagem para reduzir o problema da externalização de comportamentos indesejáveis." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-08122016-170652/.
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Os ambientes virtuais de aprendizagem estão cada vez mais populares e estão recebendo cada vez mais atenção das pesquisas acadêmicas devido ao avanço tecnológico na última década e na modernização das escolas e ambientes de ensino. Diversos estudos apontam que alunos que utilizam sistemas educacionais melhoram o seu desempenho e aprendem mais. Entretanto, problemas importantes que dificultam sua utilização ainda precisam ser investigados. Dentre eles, um dos principais problemas encontrados é o uso inadequado destes sistemas por parte dos alunos. O tédio, desinteresse, monotonia, a falta de motivação, entre outros fatores, acabam por fazer com que o aluno se comporte inadequadamente ao interagir com o sistema. O comportamento inadequado mais conhecido é trapacear o sistema (do Inglês \"gaming the system\"). Ao externalizar este comportamento, o aluno tenta identificar formas de resolver os exercícios mecanicamente, sem levar em consideração o que precisa ser aprendido. Nesse contexto, esse trabalho tem por objetivo estudar e definir uma alternativa para diminuir o comportamento indesejável nos sistemas por meio do uso de técnicas de Gamificação. Essas técnicas permitem \"persuadir\" o aluno a interagir de forma correta com o sistema. Este trabalho apresenta o desenvolvimento de um sistema educacional gamificado (E-Game) a fim de comprovar se os elementos de jogos auxiliam na diminuição de comportamentos como gaming the system nos alunos, aumentando a motivação deles durante a atividade. O sistema educacional foi submetido a experimentos empíricos em ambientes reais de aprendizagem para que fosse possível obter diferentes tipos de dados para análise. Dessa forma, um outro sistema educacional foi desenvolvido, sem técnicas de gamificação, a fim de obter dados comparativos. Um experimento foi realizado numa escola estadual de São Carlos com o total de 60 alunos. Observou-se, a partir do experimento, que há uma diferença estatisticamente significativa quando se usa os sistemas gamificado e não gamificado. Empiricamente, os resultados comprovam que há uma diminuição do comportamento externalizado gaming the system com o uso de sistemas educacionais gamificados. Além disso, foi observada uma diferença nos resultados relacionada aos gênero dos alunos, até então desconhecida pela literatura. Foi detectado que o gênero masculino externalizou menos trapaças durante o uso do sistema educacional gamificado, em relação ao gênero feminino. Por outro lado, o gênero feminino externalizou menos trapaças no ambiente não gamificado, em comparação ao ambiente gamificado.Researches in Virtual Learning Environments are getting increasing attention from the research community due to the technological advances of the last decade, the modernization of schools and teaching environments. Several studies indicate that students who use virtual learning environments improve their performance and learn more. However, there are important problems that hinder their use and need to be further investigated. Among them, one of the main problems is the inappropriate use of these systems by students. The boredom, lack of interest, monotony, lack of motivation, among other factors, ultimately causes the student to behave inappropriately when interacting with these systems. The best known improper behavior is Gaming the System, which makes the student to ignore the content to be learned and find ways to perform mechanically the activities proposed by the system. In this content, this project aims to study and define an alternative to reduce the appearance of this undesirable behaviors through the use of gamification techniques, where it can persuade the student to interact with the system in a proper way. This work presents the development of a gamified educational system (E-Game) in order to prove if the game elements can reduce the behavior such as Gaming the System, increasing the motivation in the students during the activity. The educational system was submitted to empirical experiments in real virtual learning environments, in order to get real data to analyze. Also, another educational system was developed, without the game elements, in order to get comparative data. One of the experiments was executed in a school in São Carlos city, with 60 students in the sixth grade. The results of the experiment showed that statistically there is a significative difference during the use of gamified and non-gamified educational systems. Empirically, the results proved that the externalization of undesirable behaviors decreased during the use of gamified educational systems. Furthermore, it was observed a difference in the results related to the students gender, so far not noticed in the literature. It was detected that the male gender externalized less undesirable behaviors in the gamified systems, than the female gender. On the other hand, the female gender practiced less gaming the system in the non-gamified environment, compared to the gamified environment.
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Steyn, Taryn. "Testing the effects of individual gamification elements on motivation and performance quality to better understand how they can be implemented in an organisational context." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52326.
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Over the past four years gamification (the use of game elements in non-game contexts) has been implemented in various organisational contexts to drive performance outcomes, with varying degrees of success. One reason for this is the lack of research on the individual game elements and their underlying motivational mechanisms. Further to this gamification, makes use of extrinsic incentives, such as points and levels, to drive intrinsically motivated behaviours, which lead to performance gains in quality. Up until recently it has been widely accepted that extrinsic incentives crowd out intrinsic motivation for interesting tasks, which has led to a further lack of research on intrinsic motivation, incentives and performance. What has been proposed is that if the incentives are perceived by the user as informative and not controlling, they may support intrinsic motivation, by enhancing the feeling of competence. It has been said that extrinsic motivation leads to an increase in performance quantity whilst intrinsic motivation leads to an increase in performance quality.
This research made use of an online experiment to individually assess the effect of points, levels and leaderboards, against a control condition, on intrinsic motivation, flow and performance quality outcomes (point scores for correctly completed tasks), using graphical perception tasks. The tasks were structured in a way that is intrinsically motivating to the user, in that they offered performance feedback which allowed for task mastery.
The study found that the points and leaderboards conditions had no significant effect on intrinsic motivation, flow or performance quality. The levels condition however led to a significant increase in performance quality, where intrinsic motivation and more specifically, perceived competence predicted the performance quality. This shows that the levels incentive supported intrinsic motivation, and its associated behavioural outcomes.Mini Dissertation (MBA)--University of Pretoria, 2015.
pa2016
Gordon Institute of Business Science (GIBS)
MBA
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Oliveira, André Luiz de Castro. "Preferências de elementos da gamification e determinantes do engajamento de discentes de ciências contábeis." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/184343.
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O engajamento dos discentes é um dos assuntos em voga na Educação hoje em dia. Observa-se que os novos alunos possuem uma forma diferente de encarar o processo de aprendizagem, uma vez que o modelo tradicional ainda impõe ao aluno o papel passivo em sala de aula. Nessa perspectiva, o uso da gamification surge como uma proposta de estratégia capaz de auxiliar os professores a atrair os seus alunos, uma vez que a estrutura do gamification possui potencial de engajamento. Seu formato é adequado aos anseios atuais, principalmente quando o assunto é aprendizagem em uma época em que os professores disputam a atenção dos alunos com a tecnologia. Assim, esta pesquisa descreve quais as preferências e os determinantes do engajamento de discentes de Ciências Contábeis em relação aos elementos da gamification. São apresentados os fatores determinantes do engajamento de discentes em relação à aceitação de elementos de gamification. Utiliza-se uma abordagem quanti-qualitativa e descritiva como método para coleta dos dados da pesquisa. O campo de pesquisa explorado foi o curso de Ciências Contábeis da UFRGS, no qual participaram 355 alunos de todo curso (43%). A pesquisa revela que os alunos de graduação são experientes com jogos (quase 95% utilizam jogos digitais) e que eles se envolvem com frequência nessa atividade (54,4% frequência pelo menos mensal). Os resultados permitiram identificar que a percepção dos alunos sobre gamification é positiva: 36,62% disseram que se sentem confortável com a ideia. Além desses, 27% demonstraram animação com essa proposta. Os estudantes indicaram serem favoráveis a um sistema com elementos de gamification no ensino, considerando os seguintes elementos: Pontos, Progressão, Equipes, Medalhas, Perfil e Ajudas. Por fim, esta pesquisa contribui na identificação dos fatores determinantes do engajamento dos discentes em relação à aceitação de elementos de gamification (seção 4.5). Acrescenta ainda informações sobre o relacionamento dos discentes com os jogos, tornando possível encontrar uma linha orientadora que possa auxiliar professores a aplicar com sucesso atividades com gamification.Engagement of learners is one of the most important topics in Education nowadays. It is observed that the new students have a different way of looking at the learning process, since the traditional model still imposes on the student the passive role in the classroom. In this perspective, the use of gamification appears as a strategy proposal capable of helping teachers to attract their students, since the structure of gamification has potential for engagement. Its format is well suited to current yearnings, especially when it comes to learning in a time when teachers challenge students' attention to technology. Thus, this research describes the preferences and determinants of accounting student engagement in relation to the elements of gamification. The determinants of student engagement in relation to the acceptance of gamification elements are presented. A quantitative-qualitative and descriptive approach is used as a method for collecting research data. The field of research explored was the Accounting Sciences course of UFRGS, in which 355 students from all over the course participated (43%). Research shows that undergraduates are experienced with games (almost 95% use digital games) and that they engage frequently in this activity (54.4% at least monthly frequency). The results allowed to identify that the students' perception about gamification is positive: 36.62% said they feel comfortable with the idea. In addition, 27% demonstrated animation with this proposal. The students indicated that they favor a system with elements of gamification in teaching, considering the following elements: Points, Progression, Teams, Medals, Profile and Helps. Finally, this research contributes to the identification of the determinants of students' engagement in relation to the acceptance of gamification elements (section 4.5). It also adds information about the students' relationship with the games, making it possible to find a guideline that can help teachers to successfully apply gamification activities.
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Rýdl, Vojtěch. "Gamifikační systémy a jejich integrace v organizaci." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-204903.
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Main topic of this thesis are gamificaton system and their implementation in organizations. The first chapter describes theoretic part of gamification. Second addresses options of using game elements in workspace and approaches to designing a gamification system. In the third part there is comparison of gamification platforms. The last chapter describes the design of the orignal gamification system for web application.
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Hamm, Breanna H. "Today's Learners: Applying Gaming Elements to Enhance Student Engagement in a University Visual Communication Course." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308576036.
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Vikström, Emma, and Rebecka Karlström. "Hur Habitica stödjer de psykologiska behoven autonomy, competence och connectedness för bibehållen motivation : En kvalitativ studie av den digitala uppgiftshanteraren Habitica, gamification och inre motivation." Thesis, Södertörns högskola, Medieteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44952.
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The task manager Habitica was studied to explain 1) How Habitica motivates by satisfying the psychological needs identified by SDT and 2) Why users keep using Habitica. Based on theories of gamification, motivation and the theoretical framework METUX an interview study was conducted with 10 participants followed by a thematic analysis. Personalization, avatars, responsibility toward party members and different rewards were identified as motivating factors. However, some participants experienced the opposite with some of the factors mentioned. The motivating factors identified by the study could be connected to one or more psychological needs, based on the theoretical framework of the study. More research is necessary to determine if the findings apply to other settings outside of the context of the study.Uppgiftshanteraren Habitica studerades för att svara på: 1) Hur tjänsten motiverar genom att tillfredsställa psykologiska behov från SDT och 2) Varför användare fortsätter att använda Habitica. Studien utgick från teorier om gamification, motivation och ramverket METUX. En intervjustudie utfördes med tio användare varpå en tematisk analys utfördes. Personlig anpassning, avatarer, socialt ansvar och olika belöningar identifierades som motiverande faktorer. Däremot hade vissa av dessa faktorer motsatt effekt i vissa fall. Motiverande faktorer som identifierats genom studien kunde kopplas till ett eller flera psykologiska behov. Dessa kopplingar gjordes utifrån studiens teoretiska ramverk. Mer forskning behövs för att avgöra om den här studiens fynd gör sig gällande i andra kontexter och i ett större sammanhang.
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Lindholm, Oscar. "Individual game design elements in to-do lists – How the addition of feedback and clear goals is experienced." Thesis, Umeå universitet, Institutionen för informatik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136791.
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Gamification research has for a long time been interested in determining its definition and in which fields it works. By combining several game design elements and applying them in different non-game contexts it has been proven to successfully enhance certain activities, partly depending on the users and the contexts. Modern gamification research has started looking into how it works and in doing so, examining the individual effects of the game design elements. In this study, feedback and clear goals have been chosen as the game design elements to be examined when implemented individually in to-do lists. Feedback was represented as emoticons that changed from neutral to happy as tasks were checked off the list. Clear goals were implemented in the lists as an explicit goal. Together with a plain to-do list, nine participants used the three lists for nine days while keeping a visual diary. Afterward, they were subjected to interviews regarding their experiences. The framework of the self-determination theory was used in analyzing the results. The results showed that when using the list with feedback the participants were slightly better at clearing tasks but that the motivation, sometimes, seemed to come from trying to avoid negative feelings that the neutral emoticons seemed to invoke. The list with clear goals showed that in many cases the participants were actively trying to reach the given goal, seemingly, even when the participants mentioned not doing so. It was also, more often than not, experienced as controlling.
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Inggårde, Karin. "Creativity and EFL Learning : An empirical study in a Swedish upper-secondary school." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24884.
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The aim of this study was to see if a deliberately creative approach in an EFL (English as a Foreign Language) class would have any impact on the students’ EFL learning in terms of more varied vocabulary use, more original written texts, more implementation of story elements (such as a story goal, obstacle, character motive) and increased motivation leading to enhanced activity and attention. An empirical method was adopted in connection in which two Swedish upper-secondary school classes of a vocational program participated. One class was exposed to a regular teaching method (RTM) while the other class was exposed to a creative study design (CSD). During a four week period the students were assigned to write a short story and received instructions on different story elements (story goal, obstacle and character motivation). The RTM was based on how the class’s ordinary teacher would have taught. The CSD was uniquely created for this study and included several techniques and recommendations from scholars in the field of creativity. The results showed that the students exposed to the CSD implemented the story elements to a somewhat higher degree, used a slightly more varied vocabulary, wrote more creative stories, and showed more attention and activity than the students exposed to the RTM. However, more extensive studies would be needed to confirm these results and allow generalizations about the possible benefits the CSD has as opposed to the RTM when it comes to EFL learning.
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Nasufovski, Harun. "Gamification och online mathandel : ett förslag för att handla mer frukt och grönt." Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19593.
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Online mathandel är en ständigt växande tjänst i Sverige eftersom fler människor börjar handla sin mat på nätet. Trots det äter svenskarna inte nyttigt då över 51% av befolkningen är överviktiga eller lider av fetma vilket kan leda till allvarliga sjukdomar. Inkluderingen av frukt och grönsaker i den dagliga kosten har visat sig vara det optimala sättet att motverka övervikt och sjukdomar. Sedan år 2010 har termen gamification bildats och inneburit att spelelement har använts inom olika sammanhang utanför spel. Studier har visat att implementeringen av gamification och spelelement som exempelvis poäng, badgesoch leaderboards inom olika tjänster har haft positiva inverkan inom lärande, undervisning och framförallt motivation. Syftet med studien var att undersöka hur gamification kunde motivera människor att handla mer frukt och grönsaker via en online mathandelssida. Studien genomfördes med en high-fidelity prototyp innehållande spelelementen badges, leaderboards, avatarer, poäng, förloppsindikatorer och feedback och testades på sex deltagare som tidigare hade handlat mat på nätet. De kvalitativa metoderna observation och intervju användes för att generera resultatet. Undersökningen resulterade i att deltagarna upplevde ökad motivation för att handla mer frukt och grönsaker och visade att gamification även kunde implementeras inom mathandel på nätet.Online grocery shopping is an ever-growing service in Sweden, as more people are starting to purchase their food online. Despite this, the Swedes do not eat well since over 51% of the population is overweight or obese, which can lead to serious diseases. The inclusion of fruits and vegetables in the daily diet has proven to be the optimal way to counteract obesity and diseases. Since year 2010, the term gamification has been formed and has meant that game elements have been used in different contexts outside of games. Studies have shown that the implementation of gamification and game elements such as points, badges and leaderboards in various services has had a positive impact on learning, teaching and, above all, motivation. The purpose of the study was to investigate how gamification could motivate people to purchase more fruit and vegetables via an online grocery shopping site. The study was conducted with a high-fidelity prototype containing the game elements badges, leaderboards, avatars, points, levels and feedback and was tested on six participants who had previously purchased food online. The qualitative methods of observation and interview were used to generate the result. The study resulted in the participants experiencing increased motivation to purchase more fruit and vegetables and showed that gamification could also be implemented in online grocery shopping services.
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Velková, Romana. "Psychologické aspekty reklamy." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-199786.
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The thesis deals with the topic of advertisement and advertising campaigns from the perspective of psychology. It firstly tries to explain the basic psychological concepts relating to advertisement. Then the thesis tries to describe the most common elements used in advertisement. These findings are applied in the practical part to a specific campaign with the purpose of creating hypotheses about impact of advertisement on customer. The aim of the practical part is using the results of the survey to assess validity of hypotheses.
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Riedel, Roman. "Jugendliche Alltagsgestaltung und Identitätsbildung mit Fantasy-Rollenspielen Schule öffnen für Elemente des Spiels und spielerische Aktionsformen /." [S.l.] : [s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=976473259.
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Mångs, Oscar. "Motiverande element i seriösa kontext : En fallstudie för att utvärdera effekten av gamification." Thesis, Högskolan Dalarna, Informatik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34239.
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I skapandet av en applikation är det viktigt att användarbasen ser ett värde i applikationen och upplever att det finns en motivation till att använda den. En vanlig strategi till att öka motivation är gamification. Gamification innebär att man implementerar funktioner som vi ofta ser i spel, så som poäng eller topplistor trots att applikationen i fråga traditionellt sett inte använder sådana funktioner. En vanlig typ av applikation som inte använder gamification är synpunktshanteringsapplikationer. Dessa applikationer låter användaren skicka in felanmälningar eller synpunkter till den kommun som användaren befinner sig i. Felanmälningarna kan gälla exempelvis skadegörelse, trasig gatubelysning eller potthål i en väg som användaren anser behöver åtgärdas. Denna studie syftar till att undersöka om gamification är lämpligt att implementera i en synpunktshanteringsapplikation samt om gamification är motiverande för användaren i detta sammanhang. Studien bygger på en prototyp som presenterar hur gamification i en sådan applikation kan se ut. Detta är nödvändigt då det idag inte finns någon synpunktshanteringsapplikation som tillämpar gamificiation. Detta är en fallstudie då syftet är att undersöka fallet synpunktshantering. Då en synpunktshanteringsapplikation består av två parter, kommun och medborgare har båda parterna deltagit i denna studie. Kommunerna har deltagit i semi-strukturerade intervjuer över telefon och strukturerade intervjuer via mejlkontakt. Medborgare har deltagit i studien genom en enkätundersökning. Slutsatsen för denna studie är att kommunerna inte upplever ett behov av de eventuella effekterna som gamification kan tillföra. För dessa applikationer finns redan en användarbas som utmanar kommunernas resurser att tillgodose alla felanmälningar. En ökad användning i applikationen skulle i värsta fall resultera i längre väntetider för vardera medborgaren och kommunerna tror att det kan leda till ett missnöje. Privatpersonerna i denna undersökning var inte eniga gällande gamifications effekter och detta innebär att gamficiation men implementationen behöver justeras för att öka effekten.When developing an application it is crucial that the community recognize a motivational value in using the application. A common strategy to increase motivation is gamification. Gamification implies using functionality that we often experience in games like scoreboards or points in applications where we usually don’t expect that functionality. This study focuses on error report applications. These applications let the user post error reports to the municipality they visit or live in. The purpose of this study is to investigate if gamification is a suitable strategy for this context. The purpose is also to investigate if gamification in this context brings any motivational value to the users. To aid in this investigation a prototype has been created to present what an application like this can look like with gamification implemented. This is necessary because on today’s market there is no such application using gamification. This is a case study because the purpose is to investigate this particular case of error report applications. An application of this sort usually consists of two parties, a municipality and a citizen. Therefore, both parties have participated in this study. The municipalities have participated in semi-structured interviews over the phone and structured interviews via mail. Citizens have participated trough a survey. The conclusion is that the municipalities doesn’t necessarily want the potential effects of gamification. They experience that the size of the userbase is sufficient and they may not be able to accommodate a larger amount of error reports. It could lead to a longer waiting time for the citizen waiting to get their error fixed. The citizens that have participated in the survey are not united regarding the motivational effect of gamification. Gamficiation works but for this context it needs some adjustments to improve the effect.
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Petkevičiūtė, Dalia. "Slaugytojų motyvacijos ir jų požiūrio į motyvavimo sistemos elementus VŠĮ Kauno Medicinos Universiteto Klinikose įvertinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050610_111627-44268.
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The aim of the study : to evaluate nurses' motivation and their approach to the elements of motivation system at the Hospital of Kaunas University of Medicine.
Methodology of the study :
The object of the study – motivation of the nurses' at the Hospital of Kaunas University of Medicine, their fulfilment with their work, the role of self – realization in the motivation, potentials in career planning, nurses' approach to the elements of motivation system .
Methods of the study - Questionnaire for the nurses at the Hospital of Kaunas University of Medicine.
Scope - 65 pages .
Methods of statistic analysis – data of the study are accomplished and analysis of statistic data is obtained having used statistic package SPSS for Windows 12.0. Statistic reliability of the differences of responses was controlled according to Chi (χ²) criterium. Checking statistic hypotheses, 0,05 importance level was chosen Man – Withney test was applied to determine the differences between two separate groups.
Results and conclusions - forms of material stimulation has the greatest significance in the motivation of nurses at the Hospital of Kaunas University of Medicine. Self – realization and career potentials stimulate the nurses least. Less than a half of the nurses staff is satisfied with their job. The essential reasons are inadequate pay and depreciatian of this occupation. Most nurses are paid extra money from incentive fund, and it has some motivating significance, but majority of nurses... [to full text]
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Keskin, Yesim. "Elements of Motivational Interviewing as Common Factors across Exemplary Marriage and Family Therapy Demonstrations." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86206.
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In both individual and relational psychotherapy contexts, it has been argued that the effectiveness of psychotherapy practice is associated with common factors cutting across the models including client factors, therapist factors, hope/expectancy of the clients, allegiance of the therapists, the quality of therapeutic relationship, and the basic counseling skills rather than model specific factors (Davis and Piercy, 2007a, 2007b; Lambert, 1992; Hubble, Duncan, and Miller, 1999; Sprenkle, Davis, and LeBow, 2009; Sprenkle, Davis, and LeBow, 2009; Wampold, 2001, 2008, 2015). However, the common factors perspective has been criticized for not having a theoretical framework, operationalization of its elements, and research support (Sexton, Ridley, and Kleiner, 2004). Despite gradually increasing interest in the literature, the research exploring the common factors of effective psychotherapy practice is still in its baby steps in the context of relational psychotherapy. In this study, motivational interviewing (MI) is presented as a theoretical framework and a practical research tool for exploring common factors in the context of relational psychotherapy. The research questions of to what extent motivational interviewing elements are implemented in the context of relational psychotherapy and to what extent therapist behaviors are associated with client change behaviors were explored by using task analysis and sequential analysis methodologies. Using the AAMFT Masters Series Tapes of MFT Model developers, including Boszmormenyi-Nagy, Minuchin, Satir, Whitaker, and White, the exemplary demonstrations of relational psychotherapy were rated on the Motivational Interviewing Treatment Integrity Scale (MITI 4.2.1., Moyers et al., 2014) for therapist behaviors and on the Motivational Interviewing Skills Code-Client Behaviors Scale (MISC; Miller, Moyers, Ernst, and Amrhein, 2003) and the Experiencing Scale (EX; Klein, Mathieu, Kiesler, and Gendlin, 1969) for the client change behaviors. The results are discussed in terms of a common factors perspective.Ph. D.
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Listi, Paul, and Petter Kullander. "“Jag blir så motiverad av den här appen”: Spelifierade element i en träningsapplikation." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208752.
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Hur påverkas den uppfattade träningsmotivationen vid användning av de spelifierade elementen som finns i träningsapplikationen Fitocracy, i jämförelse med mer traditionella analoga loggningsmetoder? Spelifierade element i olika slags applikationer är något som används mer och mer i samband med att mobiltekniken utvecklas. Trots detta finns det ingen väletablerad spelifierad applikation för det ändamål många behöver uppfatta- en ökad motivation inför träning. Denna studie har som mål att undersöka en av de mest etablerade träningsapplikationer som finns på marknaden - Fitocracy - och hur mycket dess spelifierade element faktiskt påverkar den uppfattade träningsmotivationen i jämförelse med en traditionell träningsloggning. Flera studier har utförts inom området tidigare och de har ofta funnit tecken på att spelifierade element har en positiv inverkan, men att fenomenet bakom detta borde studeras djupare. Gowin fann i sin studie från 2014 att majoriteten av deltagarna använde sig av en applikation som innehöll spelifierade element vilket hjälpte dem att möta sina träningsmål. För att uppskatta den uppfattade motivationsnivån av de spelifierade elementen i Fitocracy jämfördes under två veckors tid två stycken undersökningsgruppers träningsloggning. En grupp använde sig av Fitocracy och den andra loggade sin träning kontinuerligt med hjälp av ett formulär. Undersökningen baseras på användarnas loggning tillsammans med formulär som skickades ut till deltagarna innan, under och efter studien. Studiens kvantitativa resultat tyder på att den uppfattade träningsmotivationen inte påverkas alls med hjälp av spelifierade element i jämförelse med analoga loggningsmetoder. Från det kvalitativa resultatet kan man dock dra slutsatsen att de spelifierade elementen i Fitocracy tycks påverka användarnas uppfattade motivationsnivå på ett positivt sätt.How is the perceived training motivation affected by the use of the gamified elements found in the Fitocracy training application, compared to more traditional analogue logging methods? Gamified elements in different types of applications are something that is used more and more in the development of mobile technology. Despite this, there is no well-established spatial application for the purpose many need to perceive - an increased motivation for training. This study aims to investigate one of the most established exercise applications available on the market - Fitocracy - and how much its gamified elements actually affect the perceived training motivation compared to a traditional training logging method.Several studies have been carried out in the field earlier, and they have often found signs that gamified elements have a positive impact, but the phenomenon behind this should be studied deeper. Gowin found in his study from 2014 that the majority of participants used an application that contained gamified elements that helped them meet their training goals. In order to estimate the perceived motivation level of the gamified elements in Fitocracy, for two weeks, two training groups were logged in training logging. One group used to use Fitocracy and the other logged their training continuously using a form. The survey is based on user logging along with forms sent to the participants before, during and after the study. The quantitative results of the study indicate that the perceived training motivation is not affected at all by gamfied elements as compared to analog logging methods. However, from the qualitative results, one can conclude that the gamified elements in Fitocracy seem to positively impact the perceived motivational level of the users.
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Matthies, Holger. "Übertragung von Elementen der Open-Source-Softwareentwicklung auf Outside-In-Innovationen." St. Gallen, 2004. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/01652379001/$FILE/01652379001.pdf.
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LOMBARDI, IVAN. "MOTIVAZIONE, GIOCO, LINGUA: ELEMENTI LUDICI TRA GLOTTODIDATTICA E PSICOLINGUISTICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/3754.
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Nelle lezioni di lingua straniera a scuola, gli studenti sono spesso amotivati e poco coinvolti. Al contrario, potrebbero giocare (e, di fatto, giocano) ai videogiochi per ore senza tregua e con costante piacere. Ma cosa rende la prima attività noiosa e la seconda divertente? Ed esiste un modo per usare alcuni elementi dei videogiochi al fine di aumentare l’intensità della motivazione degli studenti di lingue a scuola? La risposta alle due domande è l’obiettivo del nostro lavoro. Intraprenderemo innanzitutto l’analisi della
natura del videogioco come medium e del suo potenziale glottodidattico. In seguito esamineremo otto ’elementi ludici’ che le lezioni di lingue a scuola usano comunemente, sebbene non siano concettualizzati come tali: regole, narrativa, obiettivi, feedback, progresso, partecipazione, competizione e
cooperazione, emozioni; descriveremo il diverso uso di questi elementi comuni nei videogiochi e nelle classi di lingue per spiegarne i differenti esiti motivazionali. Rileggeremo poi i risultati della nostra analisi alla luce della letteratura sulla motivazione in ambito psicologico e psicolinguistico e delle buone pratiche di gamification. Proporremo infine una serie di linee guida per fare dell’insegnamento e apprendimento delle lingue a scuola un’esperienza ludicizzata ed esamineremo alcuni scenari di successo negli ambiti dell’educazione e dell’educazione linguistica.When learning a foreign language at school, students are often amotivated and disengaged. Conversely, they could (and do) play video games for hours straight and seemingly enjoy every second of it. What makes the first activity boring and the second fun? And is there a way to use some elements of digital games to enhance the intensity of language learners’ motivation in school settings? The answer to both questions is the aim of our work. We will start by analysing the nature of digital games as media and their potential for language teaching and learning. Then, we will point out eight ’game elements’ that language teaching in schools commonly uses, but does not conceptualise as such: rules, narrative, goals, feedback, progress, participation, competition and cooperation, emotions; we will describe the different use of these shared elements in video games and in the language classroom to explain their different motivational outcomes. We will then ground our claims in the existing literature on motivation in psychology and psycholinguistics and in the good practices of gamification. In the end, we will propose a series of guidelines to make language teaching and learning at school a gamified experience and review several successful case studies in education and language education.
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Schwartz, Joseph Michael. "Understanding the coupon prone purchaser : the importance of economic and psychological elements of sales promotions in motivating purchase." Diss., Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/31030.
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Bertholdo, Ana Paula Oliveira. "Engajamento por meio de elementos de jogos em comunidades online de colaboração aberta." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/45/45134/tde-15022019-103557/.
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Galerias, Bibliotecas, Arquivos e Museus (GLAMs) têm enfrentado o desafio de envolver os usuários na seleção, catalogação, contextualização e curadoria de coleções por meio de crowdsourcing. Esse novo modo de interação se estende além do acesso passivo e pode levar a um nível mais profundo de engajamento com coleções. Como a participação do usuário é a chave para o sucesso nesse contexto, GLAMs precisam criar e manter sistemas de colaboração aberta. Contudo, tais sistemas precisam fomentar um senso de comunidade em torno dos artefatos e as comunidades dependem, dentre outros fatores, do engajamento de colaboradores. O termo engajamento indica a profundidade de investimento de um ator quando interagindo com um sistema digital. Para promover o engajamento dos usuários com comunidades online, tem-se discutido o uso da gamificação. Gamificação é o uso de elementos de projeto de jogos em contextos que não são jogos e tem como meta estimular a participação e engajar pessoas. Nos estudos teóricos sobre gamificação, a motivação intrínseca e a autodeterminação do usuário são as principais bases para a construção de aplicações. No entanto, a maior parte da literatura que descreve a implementação de gamificação utiliza elementos de recompensa, como pontos, distintivos e quadros de liderança, associados à pontificação, um subconjunto da gamificação; e não apresenta o monitoramento e a análise de cada elemento de jogo inserido durante o desenvolvimento, de modo a avaliar o impacto no comportamento dos usuários. Há também a necessidade de explorar como a gamificação pode ser implementada em domínios específicos. Esta pesquisa propõe uma abordagem para integrar gamificação e avaliação de engajamento durante o desenvolvimento de comunidades online de colaboração aberta. Nesse contexto, uma pesquisa-ação foi realizada no domínio de uma GLAM sobre arquitetura e urbanismo, chamada Arquigrafia, para investigar as práticas atuais de gamificação e uma proposta de abordagem. As métricas de engajamento foram analisadas estatisticamente por meio de pesquisas quantitativas experimentais e não-experimentais sobre dados coletados em três anos de monitoramento (2015-2018). Os resultados indicam que o uso de elementos de jogos em uma comunidade online de colaboração aberta, no domínio de GLAMs, tem um efeito positivo sobre o engajamento de usuários sob certas condições, as quais são consideradas na proposta de abordagem desta tese.Galleries, Libraries, Archives and Museums (GLAMs) have faced challenges for involving users in the selection, cataloging, contextualization and curation of collections through crowdsourcing. This new mode of interaction extends beyond passive access and can lead to a deeper level of engagement with collections. Because user engagement is the key to success in this context, GLAMs need to create and maintain open collaboration systems. However, such systems need to foster a sense of community around artifacts, and communities depend, among other factors, on colaborators engagement. The term engagement indicates the depth of an actor\'s investment when interacting with a digital system. To promote the engagement of users with online communities, the use of gamification has been discussed. Gamification is the use of game design elements in contexts that are not games and aims to stimulate participation and engage people. In the theoretical studies on gamification, intrinsic motivation and self-determination of the user are the main bases for the construction of applications. However, most of the literature describing the implementation of gamification uses reward elements, such as points, badges, and leaderboards, associated with pontification, a subset of gamification; and does not present the monitoring and analysis of each game element inserted during the development, in order to evaluate the impact on the behavior of the users. There is also a need to explore how gamification can be implemented in specific domains. This research proposes an approach to integrate gamification and evaluation of engagement during the development of open collaboration online communities. In this context, an action research was carried out in the domain of a GLAM on architecture and urbanism, the Arquigrafia project, to investigate current practices of gamification and an approach proposal. Engagement metrics were statistically analyzed using experimental and non-experimental quantitative research of data collected over three years of monitoring (2015-2018). The results indicate that the use of game elements in an open collaboration online community in the GLAM domain has a positive effect on user engagement under certain conditions, which are considered in the approach proposal of this thesis.
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Gokmen, Ahu. "Transactional and transformational leadership as an element of organizational context for team behavior and effectiveness." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1626.
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Štalmachová, Ivana. "Firemná kultúra spoločnosti Vodafone Czech Republic a.s." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-75234.
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Corporate culture is considered as an important idicator of firm's long-term performance. It represents a collection of values, norms and attitudes that are shared in people in organization and that control the way they interact with each other and with stakeholders. First part of the thesis describes corporate culture from theoretical point of view, concretely definition, characteristics and typology of corporate culture, its relation to company's control processes and its changes. Second part of the thesis concentrates on analysis of corporate culture of Vodafone Czech Republic a.s. I paid attention to linkage between corporate culture and company strategy, elements of corporate culture and to its manifestations in internal communication and employees questions. Corporate Social Responsibility issue as an inseparable part of company's culture is analyzed as well. Final part of the thesis belongs to a review of Vodafone's corporate culture with focus on its strength and pros and cons implied.
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Fewer-Gillis, Janet. "Folio paper one, A perspective on motivation as an element in the persistence and proficiency of the second-language learner, Folio paper two, An assessment of the motivation of the student of a second language in a small school/rural school setting : Folio paper three, Putting research into practice, follow-up and future recommendations for the motivation of second-language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36119.pdf.
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Arvidsson, Malin, and Mattias Liljegren. "Gamification : Hur spelerfarenhet påverkar gamifications motiverandeeffekt inom skolan." Thesis, Mittuniversitetet, Institutionen för data- och systemvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-43253.
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The purpose of the study is to investigate how digitalgaming experience affects how motivated studentsbecome by gamification and whether there is anydifference in motivation that is experienced whetherplaying or not in leisure.There was no clear connection on the motivation withinthe different game groups of the result. The resultshowed that some elements motivated more than othersand those that motivated the groups most were points,levels and quests
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Casarin, Márcia Lygia Ribeiro de Souza. "Elementos motivadores no design instrucional e nas interações verbais em um programa de apropriação do Moodle." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14153.
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Previous issue date: 2010-06-15Inserted in the Applied Linguistics area, in the line of Language, Education and Technology research, this work aims to detect the presence (or absence) of motivational elements in the instructional design and in the verbal interactions between researcher and participant-teacher of a Moodle instrumentalization program. Enhancing motivation when teaching in virtual contexts has been emphasized by several authors, such as Vafa (1999), Figl and Bauer (2008), Kim (2009) and Keller (1983). Selection of adequate tools and preparation of instructors must be associated for the elaboration of interesting environments which strengthen motivational aspects that promote and sustain participants engagement and, additionally, favour the appropriation process. In this program, the researcher guided the participant teacher in a Moodle site specially built to this end. From the moment the participant-teacher displayed a reasonable degree of autonomy, her practice was directly carried out in the actual context of application, that is, in the elaboration of Moodle sites to supplement her face to face classes. Keller s (1983) contributions assisted in the analysis of the guidance site and Kerbrat- Orecchioni s (2006) theory was taken as the basis for the linguistic-discursive analysis of the e-mail verbal interactions. Marcushi s (2002) reflections on electronic speech justify the choice of Kerbrat-Orecchioni s (2006) contributions. Action research was chosen as the general methodological approach. The results of the analysis confirmed the presence of motivational elements in the guidance Moodle site. According to ARCS Model, elements classified in the categories of attention, relevance, confidence and satisfaction were detected. Moreover, motivational elements were detected in the verbal interactions between researcher and participant, materialized in linguistic manifestations of politeness, according to Kerbrat-Orecchioni s (2006) proposal. These two sets of motivational elements, in our view, were decisive in the participant s Moodle appropriation
Este trabalho insere-se na área da Linguística Aplicada, linha de pesquisa Linguagem, Educação e Tecnologia e tem com objetivo detectar a presença (ou ausência) de elementos motivacionais no design instrucional e nas interações verbais entre pesquisador e participante docente de um programa de instrumentalização do Moodle. A ênfase na motivação, aplicada ao ensino realizado em contextos virtuais, tem sido dada por vários autores, como Vafa (1999), Figl e Bauer (2008), Kim (2009) e Keller (1983). A seleção de ferramentas adequadas e o preparo dos docentes devem estar combinados para a elaboração de ambientes interessantes que privilegiem aspectos motivacionais que promovam e sustentem o engajamento dos participantes e que favoreçam o processo de apropriação. Nesse programa, a pesquisadora orientou a professora participante em um Moodle especialmente construído para esse fim. A partir do momento em que a participante-docente apresentou autonomia razoável, sua prática realizou-se diretamente no contexto real de aplicação, isto é, na elaboração dos ambientes Moodle que seriam utilizados como apoio às suas aulas presenciais. Os aportes de Keller (1983) subsidiaram a análise do ambiente de orientação e a teoria de Kerbrat-Orecchioni (2006) embasou a análise linguístico-discursiva das interações verbais via e-mail. As idéias de Marcuschi (2002) sobre o discurso eletrônico justificam a escolha dos aportes dessa autora. Como abordagem metodológica geral foi utilizada a pesquisa-ação. Os resultados da análise confirmaram a presença de elementos motivacionais na construção do ambiente de orientação. De acordo com o Modelo ARCS, foram detectados elementos classificados na categoria da atenção, relevância, confiança e satisfação. Além disso, foram detectados elementos motivacionais nas interações verbais entre pesquisador e participante, consubstanciados nas manifestações lingüísticas da polidez, de acordo com a proposta de Kerbrat-Orecchioni (2006). Esses dois conjuntos de elementos motivacionais, a nosso ver, foram decisivos para a apropriação do Moodle pela participante
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Dunn, Mary Elizabeth. "The effect of narrative elements within video games : localized setting and character motivation on audience arousal." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5828.
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The creative possibilities of video games have been energized by the continual advancement of technology in the twenty-first century. Extensive research has been conducted to better understand the effects of video game audio-visual components, gaming platforms, and computer-mediated communication. The research that has investigated the influence of narrative elements has focused primarily on their interaction with aggressive game play and increased aggression. After investigation into the literature pertaining to narrative, human motivation, and arousal, this thesis discusses study results indicating a subtle, yet significant, influence character motivation manipulation has increasing audience arousal, specifically in a narrative involving a near future war plotline. Additionally, the results indicating that the localization of a narrative’s setting does not increased audience arousal any more so than a narrative setting ambiguously defined. These concepts can be useful to advertising strategists interested in developing advergames or product placements within video games, and therefore the implications of this thesis’ results and future research suggestions will be presented.text
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Liu, Shih-Yu, and 劉詩瑜. "Gamification Elements for Enhancing Adolesence in Reading Behavior, Motivation and Satisfaction- A Case of a Reading Platform." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/sw7hk5.
Full textAbstract:
碩士國立臺灣科技大學
設計系
107
With the popularity of the Internet, the main channel for young people to obtain information comes from the Internet. However, the internet algorithm leads people to access information according to their preferences, resulting in unbalanced reading problems, particularly in teenagers. It is important for teenagers to maintain balanced reading behaviors. Thus, this study uses gamification elements as an incentive to encourage teenagers to read a wide range of articles and cultivate reading habits via the internet. A reading platform was to developed to investigate the impact of gamification design on teenagers’ reading behavior, motivation and satisfaction. Three gamification elements, leaderboard, badge, and avatar, were adopted to design the reading platform and the effects of the three gamification elements were further explored. This study designed four reading platform as experimental models, includes three gamification elements experimental conditions and a non-gaming experimental condition as a control group. This study recruited 154 subjects to participated in the study. Statistical analysis was performed to analyze the background data and questionnaire data. The results of data analysis indicate that: (1) The use of gamification elements has significant effects on reading time. The gamification design can enable adolescents to be more focused and subjects would read additional articles in the avatar and leaderboard conditions. (2) Gamification design has a significant effect on extrinsic goal orientation and task value, and the avatar is the most powerful mechanic to enhancing extrinsic motivation. (3) Gamification design has a significant effect on satisfaction. (4) Gamification design is rated more fun than non-gamification design for the reading platform. The gamification design can promote the reading habits of teenagers, and the avatar and leaderboard received higher evaluation in satisfaction and feedback.
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Lee, Kuan-Hui, and 李冠慧. "The Influence of Visual Elements and Aesthetic Judgment on Consumers’ Motivation and Behavior: A Study of Convenience Store Gift Collectors in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38235158829647570191.
Full textAbstract:
碩士國立彰化師範大學
藝術教育研究所
99
Since the first convenience store was established in Taiwan in 1978, more than 9,000 of these chain stores have opened on the island. Currently, there is one convenience store in each 4 square kilometers, the highest concentration of convenience stores in the world. With a similar service style and merchandise among these stores, the competition for attracting consumers has become a considerable challenge. Since 2005, many promotional activities have been used to attract customers, such as the collection of bonus points for free gifts. Most of these gifts are both functional and aesthetically pleasing. However, the choices of gifts reflect the consumers' collection preferences. The current gift styles are mostly Japanese cartoon characters, while others have local Taiwanese images and Chinese religious elements. Through our literature review we found that most studies have focused on consumers' bonus-point collecting behavior from business management and commercial perspectives. Therefore, this study examined these consumers' collecting behaviors according to how the consumers’ preference of visual elements of the gifts and their collecting motivations and behaviors, aesthetic judgment, and visual preferences. A mix of research methods was used for the study: a quantitative investigation to measure the consumers' visual preferences; and qualitative interviews of the bonus-point collectors, in order to understand their emotional attachment to the gifts and their ways of collecting them. The free gifts and consumers' collecting behaviors together represent one of the special aspects of Taiwan's visual culture. Based on the result of analysis and discussion, the main conclusions of this study were as followed: 1.The consumers' consideration of the visual elements of free gifts were at the fairly higher degree. And there were significant differences on the consideration of visual elements in terms of gender, and art-related educational background. 2.The consumers' aesthetic judgement has fallen mainly on "Expressiveneness and Meaning” stage. And there were significant differences on aesthetic judgement in terms of gender, age, different artistic learning experience, and educational background. Consumers with art learning backgrounds had more specific interpretations of the collections, as they had better interpretive skills and were capable of using the vocabulary of professional art; Those without art learning backgrounds thought of themselves as lacking aesthetics, or had doubts about their own aesthetic awareness, because they used their everyday vocabulary to describe the appearance of the gift. 3.The consumers' consideration of the visual elements had positive and significant effects on collected motivation and collection behavior. 4.The consumers' aesthetic judgement has positive and significant effects on collected motivation and collection behavior 5.The results of the collecting motivations and behaviors showed that there are differences between those with art backgrounds and those without. Those with art learning backgrounds tended to place the gifts with the same characteristics together more often, take the integrity of the preservation into account, and perform the re-creation of the free convenience store gifts, included photography, re-assembly of the gift, post-production computer dialogue, etc., and customers would upload images onto the Internet to share with others. Also they paid more attention to the overall design and atmosphere about where to place the gifts.
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Chen, Chao Yu, and 陳昭瑜. "A study of B&B consumers’ motivation, determining elements and future intension: the case study of elementary school teachers in Kaohsiung City." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/84593833516596645477.
Full textAbstract:
碩士南台科技大學
應用英語系
99
The main purpose of this study is to explore the B&B customers’ accommodation motivation, determining elements, and future intension which were referred to the prior B&B experience of elementary school teachers who have different life style. .The questionnaire take elementary school teacher in Kaohsiung City as participants and had 389 effective questionnaires. Then, the study use SPSS to do descriptive statistics, reliability analysis, T-test, one-way ANOVA and factor analysis. According to the analysis result, the main motivations were “social demand” and “relaxation”. In determining elements, people would pay more attention on “image and style” and “guide and extra service” of B&B. Therefore, according to the result, the study suggests that B&B management ought to know the demand that customers need and their behaviors. Then, try to enhance customers’ positive feeling to B&B and increase opportunities and activities to contact with host and other customers.
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Langerová, Veronika. "Tvorba motivačních materiálů pro výuku některých témat chemie." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-285513.
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The diploma thesis deals with the design and preparation of a new educational material focused on the theme of "Quantities and calculations in chemistry" as expressed in RVP-G (Framework educational programme for secondary general education). The form of the presentation of the educational material was designed in context of motivation of students. Hence, the specific presentation was chosen - the website supplemented with pictures, videos and flash animations. As the connecting component and motivation element, the magician Chemulín solving chemical and other related (common life) problems of citizens of fairytale village was chosen. The main goal of this approach is better motivation of students to learn and process information. The thesis also include the circumscription of concepts of the theme "Quantities and calculations in chemistry" as specified by the RVP-G and other curricular documents in the Czech Republic. With due regard for these documents, the qualitative evaluation of the selected educational materials both in the Czech and English languages related to the mentioned theme was accomplished. The findings of the qualitative evaluation showed the insufficiency and incompleteness of the majority of the selected sources, mainly with regard to Framework Educational Programme for secondary...
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Kulhavá, Lucie. "Gamifikace v kvantitativním online výzkumu." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-345224.
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The thesis concentrates on the application of gamificaton principle in the quantitative online research. The main goal of the thesis is to evaluate the effects of gamification on answers provided by respondents and their overal perception of the questionnaire. The hypotheses, based on the research of theoretical and methodological literature and metaanalysis of already conducted case studies, refers to the most discussed topics concerning gamification: survey evaluation, evaluation of respondent's behavior and the impact on the survey data. The results are validated using the split- ballot method on a carried out quantitative research. As a research tool serve a standard questionnaire and a questionnaire with small gamification adjustments. The results favor the version of questionnaire with gamification in the area of overall perception of the questionnaire and increased time spent on the research by the respondents. However, the results don't show any measurable impact on the respondent's behavior or survey data.
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MATOUŠEK, Michal. "Počítačová hra ve výuce chemie na SŠ." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-187919.
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This thesis is focused on usage of computer game (adventure game) in teaching of chemistry. Game is situated to the town of Český Krumlov and contains set of tests from nomenclature (names and symbols of chemical elements). This game can be used to motivate students to study chemistry on lower grades of grammar schools and higher grades of elementary schools.
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Fen, Wang Ya, and 王雅芬. "The study of the leisure experience influence caused by mild Mental disorders leisure motivation, leisure hinder elements: Take mild mental disorder junior high, senior high and vocational students in Taitung area for example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/fsgczx.
Full textAbstract:
碩士國立臺東大學
進修部休閒事業管理組碩(夜間）
105
The leisure experience,influence of the hinder enjoyment of leisure activitiesTaking junior and senior high school in as Taitung are our sample .The objects of study are senior and junior high school students. We selected 200students to conduct a questionnaire.We handed out 200questionaires,and recovered 190 Deducting the ten blank and unfinished forms ,the completed questionnaires number 190 Research results show （1）leisure motivation involves an interpretable variance of 44.3％.（2）leisure motivation touard leisure experience ’s interpretable variance is 54.1％.（3）leisure motivation touard leisure satisfation’s interpre table variance is 72％.（4）leisure satisfaction toward perception leisure’s interpret table variance is63.7％.（5）leisure benefit toward leisure behavior ’s interpretable variance is 49.8％. By offering successful leisure activitics through related achievements,people with mild mental disabilities can obtain satisfaction through lcisure experieuce and feeling.
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Vieira, Joana Isabel Pinheiro. "Um contributo de revisão pedagógica e didática do programa da disciplina de instrumento : clarinete do curso básico de música." Master's thesis, 2016. http://hdl.handle.net/10400.14/22071.
Full textAbstract:
O presente estudo, intitulado de “Um contributo de revisão pedagógica e didática do programa da disciplina de instrumento – clarinete do curso básico de música”, pretende ser uma contribuição pedagógica e didática para o ensino do clarinete. Através da aplicação da abordagem pedagógica Simultaneous Learning de Paul Harris, a investigadora tem como objetivo possibilitar novas ferramentas para o ensino do instrumento, bem como desenvolver e aplicar novos elementos musicais que não constam do programa de instrumento – clarinete do curso básico de música. O programa atualmente em vigor na instituição onde se centra esta investigação encontra-se desadequado e desatualizado no que diz respeito às competências musicais, ferramentas de avaliação e fundamentação do quadro concetual.
Se, por um lado, se pretendeu dar um contributo pedagógico através da aplicação da metodologia de Paul Harris para o programa de clarinete, por outro surgiu a necessidade de deixar um contributo à “arte de ensinar” um instrumento.
Este estudo de caso, de natureza qualitativa, foi realizado na Academia de Música de Vilar do Paraíso, num período não letivo – de julho a setembro de 2016. Dele fizeram parte três alunos, com idades compreendidas entre os 11 e 12 anos que frequentavam, no ano letivo de 2015/2016, o 6º ano, do regime integrado da AMVP. As técnicas usadas para a recolha e produção de dados foram: a observação direta e participante, notas de campo registadas no diário de bordo da investigadora, entrevistas semiestruturadas aos alunos participantes e a pesquisa documental. Os dados recolhidos foram interpretados e apresentados através da técnica de análise de conteúdo.
Os resultados obtidos nesta investigação permitiram concluir que a abordagem pedagógica de Paul Harris aplicada ao ensino de clarinete melhora as aprendizagens dos alunos, representando, desta forma, um contributo para o programa do instrumento – clarinete, ao apostar numa pedagogia inovadora e criativa, que cativa e motiva os alunos para o ensino da música.The present study, entitled “A pedagogical and didactic review of the contribution instrument discipline program – clarinet basic course in music”, intends to be a pedagogical and didactic contribution for the instrumental teaching – clarinet. By applying the Simultaneous Learning pedagogical approach of Paul Harris, the researcher aims to enable new tools for teaching clarinet, and to develop and apply new musical elements not included in the instrument program - Clarinet basic course in music. The program currently in place in the chosen institution is inadequate and out of date in regards to musical skills, assessment tools and substantiation of the conceptual framework. On the one hand it is intended to give an educational contribution by applying the Paul Harris methodology for clarinet program, on the other one it arose the need to make a contribution to the "art of teaching" an instrument. This case study, of a qualitative nature, was held in Academia de Música de Vilar do Paraíso, during a non-teaching period - from July to September 2016. The study included three students, aged between 11 and 12 who attended, in the school year 2015/2016, the 6th year, of the integrated system of AMVP. The techniques used for the collection and production of data: direct and participant observation, field notes recorded in the investigator logbook, semi-structured interviews with participating students and documentary research. The collected data were interpreted and presented through the content analysis technique. The results of this research showed that the pedagogical approach of Paul Harris applied to the clarinet education improves student learning, representing thus an instrument of the program contribution - clarinet, to invest in an innovative and creative pedagogy that captivates and motivates students for the teaching of music.
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Morais, Célia Cristina Silva de. "A componente lúdica na sala de aula como elemento facilitador da aprendizagem." Master's thesis, 2014. http://hdl.handle.net/10362/14371.
Full textAbstract:
O presente relatório visa, num primeiro capítulo, descrever em que medida a componente lúdica, utilizada em ambiente de sala de aula, pode ser considerada como elemento facilitador da aprendizagem. Para tal, parte-se, para uma abordagem à evolução das metodologias de ensino, sobre qual a importância da comunicação e da aprendizagem por tarefas, bem como à definição de lúdico, analisando-se a sua importância na aquisição e consolidação de conhecimentos. Refere-se ainda o papel do docente e discente na abordagem e aplicação da ludicidade e motivação na realização de atividades. No segundo capítulo, faz-se uma apresentação do Agrupamento de Escolas Ibn Mucana, onde foi realizada a Prática de Ensino Supervisionada e num terceiro capítulo faz-se referência à observação e caracterização da turma em que foram lecionadas as aulas práticas. Por fim, no quarto capítulo, apresenta-se e reflete-se sobre as atividades lúdicas que foram desenvolvidas durante o período de lecionação.
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WU, MEI-LING, and 吳美玲. "A Study on the Vegetarian Restaurants Aesthetic Perception and Consumers’ Intention -with Their Motivation as an Interference Element." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8p524y.
Full textAbstract:
碩士國立臺北大學
企業管理學系
105
The increasing animal infectious diseases and food security problems in Taiwan these recent years are making people pay more attention to health and food safety.This has also promoted a rise in the vegetarian population vising and a growth trend in vegetarian food. There has been a dramatic increase of vegetarian cuisine, restaurants, organic fruits and vegetables stores everywhere in the country. Competitions among vegetarian restaurants has become highly intense.Therefore, it is crucial for vegetarian food industry to understand know how to combine aesthetic elements to attract consumers' attention. “Religious Belief” is no longer a consumption motivation of vegetarians. The people's income and standard of living has been improving as time changes. Vegetarians have began promoting “Eating Vegetarian Food” to protect the Earth to be eco-friendly This is also healthy to our human bodies and has beauty effect to help us have better looks. Nowday's society has gradually begun to Value humanities, aesthetics and experience activities. Aside from facing competitions and meeting the needs of the market, the vegetarian restaurants' owners are hoping to combine the concept of aesthetics, space design, art fashion and other elements, in order to increase people's acceptance of vegetarian food and also to attract “non-mainstream customers'” consumption. We used hierarchical regression analysis in this research. By gathering 350 questionnaires with valid feedback from our study subjects, the consumers of vegetarian restaurants, we were able to study the relationships between vegetarian restaurants aesthetic perception, consumer's motivation and buying intentions. Also, by the consumer's motivation as a interference factor, we were able to explore whether it will affect the consumer's willingness to purchase. The results show that： hypothesis (1)Is Supported Vegetarian restaurants aesthetic perception has a positive signiticant on consumer's intention Hypothesis (2) Is Supported Consumer's motivation has a positive on consumer's intention to purchase. Hypothesis (3) Is Partially Supported consuming motive plays' an important role of moderating effect. According to the results we give some suggestions for practitioners and acadermics
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Ahl, Obucina Anna. "Cross-cultural design in wine destination websites : Cultural sensitivity and motivations in UI through investigation of web interface design elements." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-23957.
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This thesis sets out to investigate hedonic and cultural web interface design elements present on wine tourism destination websites. The thesis focuses on explaining several cultural frameworks and especially the notion of localization, globalization, culturability, and cultural markers, the high/low context theory as well as tenets of hedonics in user interface design. The aim of the thesis was to develop a better understanding and knowledge about which localized design elements that exist and are important in the cultural context of wine tourism destination websites. Hence, the patterns found can help understand how to create and design websites that are culturally sensitive and globally congruent, thus meeting the needs and behaviors of users across different cultures and backgrounds. A web design analysis was conducted to answer the research questions and results were analyzed qualitatively. The results from the web design analysis indicate several similarities and differences found in web interface design elements between the investigated websites. The results found, indicate that the use of hedonic and cultural web interface design elements present on the interfaces investigated are highly context-dependent. Meaning that the websites are preferably considered being culturally dependent, and to a greater extent reflect and are used to motivate the cultural context examined and regional differences. Hence, the patterns found in web interface design elements are considered to be culturally sensitive to the context of wine destination websites and marketing aims of the websites investigated. The findings can increase knowledge about hedonic aspects in cross-cultural design and can thus be used to help create culturally congruent and globalized interfaces for this specific context.
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Cerutti, Andrea. "Motivational drivers behind gamification: the role of utilitarian, hedonic and social aspects." Master's thesis, 2017. http://hdl.handle.net/10362/23377.
Full textAbstract:
The purpose of this paper is to investigate the motivational drivers behind gamification,
adding new findings to the limited understanding of this phenomenon related to the use of game
design elements in non game context, with the scope of affecting the user’s behaviour. Several
elements related to possible motivational drivers have been identified (characteristic of
utilitarian, hedonic and social aspects) and analysed aiming to assess their impact over the
intention to use and recommend a gamified service. The study presents multiple regression
analysis conducted on data collected through an online survey (n = 208) related to the
gamification e-learning experience of Duolingo. The results indicate that utilitarian, hedonic
and social aspects present a statistically significant impact on the intention to use and to
recommend the service. However, the various elements analysed assume different roles as
predictors, implying specific approaches depending on the objective pursued.
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翁睿甫. "Video game addiction and children achievement motivation:a study of Taipei city elementar ystudents." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/03214020456896105522.
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