1990年隨著遊戲產業的蓬勃發展，一部份的專家開始著眼於遊戲多彩的表現方式及吸引人的要素，試著將遊戲吸引人的要素投入教育手段中，獲得了不少的成果，也造就了新的研究方向『遊戲式學習』的誕生。到了2014年遊戲式學習的架構與成效都很明白的現在，試著將遊戲要素導入課程的案例也越來越蓬勃，但是大部分的遊戲式學習研究方向多半是將遊戲導入團體課程內並進行對於教學成效跟學習動機的增長進行施測，對於遊戲對於個人的差異的調查尙少。根據以上的結論，本研究將遊戲要素融入教學平台的設計當中，建置一個遊戲式教學平台，並將遊戲式教學平台導入日本語教育中，並以對於遊戲抱持之正負情感的學習者為施測對象。藉由使用遊戲式教學平台並與現在被廣為使用的Moodle平台，進行PAC分析，釐清對於遊戲抱持正負情感的施測對象對於遊戲式教學平台與Moodle平台之間的評價是否會有所差異。 In 1990, Along with the flourishing of game industry, some specialists have started focusing on the colorful expression and attractive elements in the game, then putting those elements into educational methods to make courses funny and understand it''s effect. Through a lot of attempts and achieved results, it created a new field of research called "gamebase learning". Till 2014,Researchers has established gamebase learning methods and it''s effect. But in most cases of gamebase learning,researchers put game elements into group or class and analyze it''s effect and how they have enhanced the students'' learning motivation. Currently, the gamebase learning research on individual difference is not common. Based on the above conclusions. In this study, we will determine how the game will affect users'' appraisal by putting game elements into teaching platform, and using it for japanese language teaching, and via PAC analysis to compare the difference between positive and non-positive emotion from learner and then compare with moodle platform, to clarify the motion difference.
