本研究的研究背景與動機是因為過去的研究僅著重於對病人的牙線長期使用習慣追蹤研究，並未融入牙線認知和技巧的教學及遊戲化元素，所以本研究讓牙線使用者能透過線上遊戲化學習的體驗來習得正確的牙線使用技巧，並採用WSQ學習策略，使學習者可以在學習過程中觀看教學影片、總結重點並在學習活動中提出問題。本研究探討牙線技巧的學習成效及學習動機，更進一步分析男女學習者的學習成效及學習動機之性別差異的影響，以及在線上遊戲化學習環境中學習者的學習成效與學習動機之間的相關性。本研究之自變項包含有無WSQ學習策略及性別；依變項則為學習成效(包含牙線認知及牙線技巧)及學習動機。研究對象為20歲至30歲的成年人共48人，有使用WSQ學習策略的實驗組人數為24人；無使用WSQ學習策略的對照組人數為24人，實驗組男性及女性人數各占一半，對照組男性及女性人數各占一半。研究結果發現，使用WSQ策略的組別在牙線技巧的認知上有顯著提高學習者的學習成效；而在實際操作的學習成效上實驗組的分數雖然高於對照組，但未達顯著差異。在學習動機方面，有使用WSQ策略的實驗組和無使用WSQ策略的對照組在牙線技巧學習動機的所有向度上都沒有顯著差異。同時也發現性別差異對牙線技巧學習成效及學習動機沒有太大的影響。在線上遊戲化學習環境中學習者的學習成效之牙線技巧實際操作與學習動機之注意力面向之間呈現顯著正相關，亦即當技巧成效越好時，學習動機之注意力面向也會較高。本研究的結果顯示受試者在使用此遊戲化學習平台後，能有效幫助他們學習使用牙線的技巧，並提升使用牙線的能力，因此本研究為牙線技巧學習之研究提供了具體的貢獻。;The background and motivation for this study stem from past research focusing solely on tracking patients′ long-term flossing habits without incorporating educational elements on flossing knowledge and skills, or gamification. Therefore, this research enables floss users to acquire correct flossing techniques through an online gamified learning experience. It employs the WSQ (Watch, Summarize, Question) learning strategy, allowing learners to watch instructional videos, summarize key points, and pose questions during learning activities. This study investigates the learning outcomes and motivation in flossing skills, further analyzing the impact of gender differences on learning outcomes and motivation among male and female learners, as well as the correlation between learning outcomes and motivation in an online gamified learning environment. The independent variables include the presence of the WSQ learning strategy and gender; the dependent variables are learning outcomes (including flossing knowledge and skills) and learning motivation. The study involved 48 adults aged 20 to 30, with 24 participants in the experimental group using the WSQ learning strategy and 24 in the control group without it. Both groups had an equal number of males and females. The results showed that the group using the WSQ strategy significantly improved in cognitive learning outcomes related to flossing skills; however, there was no significant difference in practical skill outcomes between the experimental and control groups. Regarding learning motivation, there were no significant differences in any aspect of motivation to learn flossing skills between groups using or not using the WSQ strategy. Gender differences were also found to have little impact on learning outcomes and motivation for flossing skills. There was a significant positive correlation between the practical operation of flossing skills in the online gamified learning environment and the aspect of attention in learning motivation; meaning, better skill outcomes were associated with higher levels of attention in learning motivation. The findings of this study demonstrate that using this gamified learning platform effectively helps participants learn flossing skills and enhance their flossing ability, thereby making a concrete contribution to the research on learning flossing techniques.
