遊戲化數位平台已越來越常被應用於國小數學課堂中，以提升學生的參與度、學習動機與課堂投入。然而，雖然遊戲元素能使數學學習活動更具互動性與趣味性，但其本身未必足以支持學生在解題過程中的自我調節學習歷程。若缺乏明確的規劃、監控、策略調整與反思支持，學生在數學學習活動中仍可能依賴嘗試錯誤策略，或出現粗心的程序性錯誤。為回應此問題，本研究探討將自我調節學習支持機制系統性融入遊戲化 ZEP Quiz 平台後，對五年級學生數學學習表現、學習動機、自我效能與自我調節能力之影響。本研究亦檢視這些核心變項之間的關聯，並探討學生對此學習環境的質性看法。根據 Zimmerman 的社會認知自我調節模式，本研究所整合的平台包含目標設定、階層式提示、即時回饋、學習分析儀表板，以及任務後自我評估活動。這些機制旨在引導學生設定學習目標、監控學習進度、辨識錯誤、調整策略，並反思其數學學習歷程。 本研究採用準實驗設計，並結合質性半結構式訪談，形成混合研究方法架構。研究參與者為某國小兩個完整班級之五年級學生，分別被分派至實驗組與控制組；實驗組接受融入自我調節學習的遊戲化教學取向，控制組則接受傳統未融入自我調節學習的遊戲化教學取向。教學介入涵蓋三個五年級核心數學單元：第六單元「生活中的大單位」、第七單元「柱體、錐體和球」，以及第八單元「比率與百分率」。量化研究工具包含標準化數學成就前後測、學習動機量表、自我效能量表，以及自我調節學習能力量表。質性資料則來自平台歷程分析資料與半結構式訪談，並採內容分析法進行分析。研究結果顯示：（1）在數學學習表現方面，實驗組於後測表現顯著優於控制組。單元分析結果亦顯示，實驗組在第七單元表現尤其突出，且在整個介入過程中維持較穩定的上升學習趨勢；相較之下，控制組則呈現較大的表現波動，並在介入後期出現下降情形；（2）在自我調節能力方面，實驗組學生於介入後呈現顯著提升，顯示自我調節學習支持機制有助於學生逐漸發展更佳的自我調節學習習慣；（3）在學習動機與自我效能方面，控制前測分數後，兩組之間未達顯著差異。此結果可能是因為 ZEP Quiz 環境本身已提升兩組學生的學習興趣與信心，因此自我調節學習支持的額外效果較不明顯；（4）在變項關係與質性經驗方面，在自我調節支持條件下，學生的學習表現、學習動機、自我效能與自我調節能力之間具有密切關聯。訪談結果亦顯示，實驗組學生能運用提示、回饋與學習進度資訊來檢查錯誤、調整策略，並反思自身學習歷程。 總結而言，本研究顯示，自我調節學習策略與遊戲化平台的有機結合，能系統性支持國小學生的學業成就，並穩定其學習軌跡。此研究結果突破傳統「純遊戲化」環境中偏重行為主義誘因的限制，並為數位時代中的智慧化教學與批判性數學教育提供一套具理論基礎且具實務可行性的設計架構。 關鍵字：遊戲化、自我調節學習、數學學習、學習動機、自我效能;Gamified digital platforms have been increasingly used in elementary mathematics classrooms to enhance students’ engagement， motivation， and participation. However， although game elements may make mathematics learning activities more interactive and enjoyable， they may not be sufficient to support students’ self-regulated learning (SRL) processes during problem solving. Without explicit support for planning， monitoring， strategy regulation， and reflection， students may still rely on trial-and-error strategies or make careless procedural mistakes during mathematics learning activities. To address this issue， this study investigated the effects of systematically integrating SRL support mechanisms into a gamified ZEP Quiz platform on fifth-grade students’ mathematics learning achievement， learning motivation， self-efficacy， and self-regulation ability. The study also examined the interrelationships among these core constructs and explored students’ qualitative perceptions of the learning environment. Based on Zimmerman’s social cognitive model of self-regulation， the integrated platform included goal setting， hierarchical hints， immediate feedback， a learning analytics dashboard， and post-task self-evaluation activities. These mechanisms were designed to guide students in setting learning goals， monitoring their progress， identifying mistakes， adjusting strategies， and reflecting on their mathematics learning processes. A quasi-experimental design combined with qualitative semi-structured interviews was implemented within a mixed-methods framework. The participants consisted of fifth-grade pupils from two intact classes at an elementary school， assigned to either the experimental group (SRL-embedded gamified instructional approach) or the control group (conventional non-SRL gamified approach). The instructional intervention spanned three core fifth-grade mathematical units: Unit 6 (Large Measurement Units in Daily Life)， Unit 7 (Prisms， Pyramids， and Spheres)， and Unit 8 (Ratios and Percentages). Quantitative instruments included standardized mathematics achievement pre- and post-tests， a learning motivation scale， a self-efficacy scale， and an SRL aptitude inventory. Qualitative data gathered from platform trace analytics and semi-structured interviews were analyzed using content analysis. The empirical findings indicate that: (1) In terms of mathematics learning achievement， the experimental group significantly outperformed the control group on the post-test. The unit-based results also showed that the experimental group performed especially well in Unit 7 and maintained a more stable upward learning pattern across the intervention， whereas the control group showed greater fluctuations and a decline in the later stage; (2) In terms of self-regulation ability， students in the experimental group showed a significant improvement after the intervention， suggesting that the SRL support mechanisms helped students gradually develop stronger self-regulated learning habits; (3) In terms of learning motivation and self-efficacy， no significant differences were found between the two groups after controlling for pre-test scores. This may be because the ZEP Quiz environment itself increased both groups’ interest and confidence， making the additional effects of SRL support less obvious; (4) In terms of relationships among variables and qualitative experiences， students’ learning achievement， motivation， self-efficacy， and SRL ability were closely related under the SRL-supported condition. Interview findings also showed that students in the experimental group used hints， feedback， and learning progress information to check mistakes， adjust strategies， and reflect on their learning process. In conclusion， this study demonstrates that the organic interweaving of SRL strategies and gamified platforms can systematically support elementary school students′ academic achievements and stabilize their learning trajectories. These findings overcome the behaviorist blind spots of conventional "pure gamification" environments， offering a rigorous， theoretically sound， and practically viable design framework for intelligent instruction and critical mathematics education in the digital age. Keywords: Gamification， Self-regulated learning (SRL)， Mathematics Learning， Learning motivation， Self-efficacy
