動機是影響學習的重要因子，因此過去的研究團隊利用飼養虛擬同伴的方法去提升學習動機，經過半年的教學使用，虛擬同伴有效的提高學習者動機，然而研究者發現學生學習數位數學教材的過程中缺乏專注與信心，而過程中也缺乏鼓勵。為了使學習者能夠專注於數位教材，本研究設計一個協商機制並建置於平台。協商機制是系統跟學習者協商設定一個學習目標，並在完成目標後給予對等的獎賞，以維持學習動機並增強自信心。學校是一個自然的場所，有許多不可控制的變項，因此使用以設計為本的方法進行兩次試驗活動，試驗一：在學校試驗系統，藉由試驗觀察遇到的困難與挑戰，再次修正系統以符合實際學校的需要；試驗二：觀察機制對於學生的影響，初步發現對於低自信低能力的學生群，協商式目標設定可以幫助他們建立自信心，另外學生傾向接受系統協商一個高的目標。研究結果顯示協商機制可以幫助學生提高自信心，尤其是低自信的學生改善了數學自信心，而遊戲環境也能夠激發學生在學習上的動機。Motivation is an essential element for successful learning. Previous stedies showed that the combination of learning companion and game elements can enhance students’ motivation in a game-based learning platform. On the other hand, researchers found that students had low confidence to complete digital mathematics learning material during a six-month observation. Lacking of encouragement is the main reason. Hence, this study proposed a negotiation mechanism to guide students to concentrate on learning the digital content. In particular, the negotiation mechanism was designed to help students to set learning goals and to maintain students’ learning motivation. Two trials of adopting design-based research were conducted. Trial one was carried out to revise negotiation mechanism in order to fit the real situation in classroom. Trials two was conducted to observe the effect of negotiation mechanism. The results showed that the negotiation mechanism could enhance learners’ self-confidence, especially for students with low confidence students. In addition, the game environment engages students in the learning tasks.
