隨著資訊科技的蓬勃發展，為生活與休閒娛樂帶來許多變革與創新，以真人實境闖關遊戲來說，單純應用實體道具的互動體驗已經無法滿足參加者。因此，遊戲設計者逐漸開始研發各種裝置，以尋求更新奇有趣的效果，使得這類體驗性質的實境遊戲蘊含大量的實驗與創新元素。 本研究首先歸納現有實境遊戲案例的重點特徵，將之概念化並進行編碼，在文獻回顧的部分，進一步探討沉浸體驗的定義、特色與價值。接著規劃並實作一個「結合互動裝置的實境遊戲」，在遊戲中加入數位技術、互動裝置及感測器，提供參加者別於日常生活的感受，讓他們完成遊戲後，就像親身經歷過一場有趣的冒險。 本創作共招募二十七位參加者進行遊戲體驗，透過問卷與訪談蒐集反饋。在創作的過程中發現，有意義的互動發生在故事內容、實體物件及互動觸發三者緊密扣合的當下，而加入數位整合實體的互動裝置，帶來相當程度的沉浸與投入效果，雖然在若干細節方面，仍有改進的空間，但我們相信此創作提供了互動科技應用的新方向，作為後續研究可參考的實際案例，進一步發展更多元的實境遊戲體驗。 / With recent advances in digital technology, more and more innovations in entertainment are occurring. In reality games, the installation of simple physical devices is no longer able to satisfy the participants. To make the games more interesting and playful, game designers are developing novel content and interaction by incorporating latest technological elements. In this thesis, we summarize the key concepts in the design of existing reality games and organize these cases into different codes, which are later employed to guide the design of our reality game. In the literature review, we select flow theory as the primary related work. We clarify the definition, features and value of this theory, as well as its connection to our design philosophy. We then plan and implement the ‘Revenge of the BEAR’ project: a reality game that incorporates digital technology, interactive devices and sensors. This reality game aims to provide the participants with astounding experiences distant from their daily life. Upon completion of the missions outlined in the game, the player will feel that they have just engaged in an interesting adventure. Twenty-seven participants were recruited to take part in this reality game. Through questionnaires and interviews, we obtain constructive feedbacks that help us understand the attractions and limitations of this game. The results indicate that meaningful interaction occurs while the story, the interactive objects and the trigger are cohesively linked. Besides, new digital technologies help to improve immersive experiences. Although there are some design details that remain to be attended to, we believe that this study provides a new direction for the applications of interactive technology in the design of future reality games.

在電子商務網站上，網站設計的品質是影響使用者體驗和滿意度的主要原因。 在過去許多現有的文獻已證實他們之間的關係。不過，大部分研究則是透過問卷調查法了解用戶的反應，也就是說用戶回應有可能不準確並且存在著主觀的共同方法偏誤。而近年來，隨著腦神經科學方法的進步，利用神經科學設備去收集使用者身理資訊在社會科學和資訊系統領域已越來越受到關注。因此有趣的是，比較行為和腦神經研究結果，可以讓我們去了解是否這個新方法會幫助我們洞察網站設計效果。 基於上述目的，本研究設計了一個在台灣和中國現有的網路購物網站的現場實驗。本研究利用行為和神經科學方法去收集沉浸體驗和使用者滿意度的資料。收集腦波數據的特殊儀器是單點腦電圖（EEG），它被用於測量專注度和放鬆度。在本研究模型包括五個主要的網站設計元素（方便，美感，內容，互動性和客製化）做為自變量，沉浸經驗作為中介變量，使用者滿意度作為因變量。行為研究結果發現所有網站設計元素五個設計因素有顯著影響的沉浸體驗、沉浸經驗有顯著正向影響使用者滿意度。然而在神經科學的研究則有不同的發現，網站設計元素僅有方便，內容和客製化對沉浸經驗有正向的顯著影響。雖然沉浸經驗（由專注質和放鬆來衡量）對使用者滿意度的影響仍然存在，但是總體變異被解釋的比例值則較低（從0.56降低到0.10）。本研究認為有兩種可能的解釋：第一種是，我們所使用的腦波測量可能無法像問卷調查可以完全涵括到到整體沉浸經驗。另外可能的解釋是，先前的研究關於沉浸體驗和使用者滿意度可能在分析資料時忽略了潛在的共同方法偏差問題。 另外為了解不同地區網站設計差異，我們分析台灣大陸地區網站資料，行為研究結果發現台灣購物網站設計元素(方便、互動性、客製化)顯著影響的沉浸體驗、而大陸購物網站則是在內容、美感、客製化構面有顯著影響的沉浸體驗，兩者沉浸經驗對使用者滿意度的影響都存在。詢問受測者實際體驗經驗歸納出網站設計特性與行為研究結果相呼應。研究發現台灣一般購物網站具有反應時間快、人性化介面設計、好用搜尋和商品推薦功能特性，業者可以豐富商品內容、改進網站美感提升顧客網站體驗經驗。大陸購物網站具有商品內容豐富、商品平價大眾化、優良推薦功能、界面分類清楚好操作、網站圖片大小適中，配色和文字令人感到舒服等特性，業者可以改進網站反應時間、將網站採用繁體文字、或是提供台灣族群熟悉的網站版型方便顧客與網站互動。 / The quality of website design is a main factor that affects user experience and satisfaction with an e-commerce site. This has been confirmed by many existing literature. However, most of these studies are based on user response through questionnaire surveys. It is well-known that user responses are potentially inaccurate and are subjective to the common method bias. Recently, neuroscience method that takes advantage of neuro-scientific equipment to collect psychophysiological evidence has gained much attention in social sciences and information systems. Therefore, it is interesting to compare our findings from behavioral and neuroscience studies to see whether this new method may provide insights into our understanding of website design effect. With the above purpose in mind, this study designed a field experiment on existing e-tailing websites in Taiwan and China. Both behavioral and neuroscience methods were applied to collect data about their flow experience and user satisfaction. The particular instrument for collecting brain wave data was a one-point electro-encephalogram (EEG), which is useful for measuring attention and relaxation. Our research model includes five main website design factors (convenience, aesthetics, content, interactivity and customization) as independent variables, flow experience as a mediator, and user satisfaction as the dependent variable. Our results indicate that all five design factors had significant impact on the flow experience and the flow experience had significant positive effect on user satisfaction in our behavior study. Our neuroscience study, however, shows different findings: only convenience, content, and customization had positive impact on the flow experience. Although the effect of flow experience (measured by attention and relaxation) on user satisfaction still exist, but the R-square value is much lower (reduced from 0.56 to 0.10). We argue that there are two possible interpretations: one is that the measurement we used may not be able to capture the full flow experience as a questionnaire could do. Another alerting explanation is that previous research on flow experience and user satisfaction may have overlooked the potential common method bias issue in analyzing their data. In order to understand the difference of website design in Taiwan and China, we analysis these data. Our behavioral study shows that Taiwan online shopping design factors( convenience、interactive、customization) had significant impact on the flow experience. And China online shopping design factors (content、aesthetic、customization) had significant impact on the flow experience. Both regions data shows that the flow experience had significant positive effect on user satisfaction.The behavior study result is consistent with the website design features that inquire about users shopping experience. This study found Taiwan shopping sites have these features that including quickly response time、user-friendly interface design、 easy to search and good product recommendation function. Managers can consider enriching commodity content and improving website aesthetic feeling, in order to improve customer website experience. China shopping sites have these features that including abundant commodity、inexpensive merchandise、excellent recommendation function、clear interface classification、 appropriate image size、comfortable colors and character. Managers can improved site response time、use traditional text or provide Taiwan user familiar site type to facilitate customer interaction with website.

近年來數位閱讀逐漸受到重視，許多閱讀標註系統被發展出來輔助提升數位閱讀成效，然而至今卻尚未出現具遊戲化激勵機制的閱讀標註系統。過去許多研究指出，遊戲化學習不但有助於提升學生的學習動機，並且透過遊戲競爭有助於激勵學習。因此本研究在「雲端高互動合作式閱讀標註系統」上發展遊戲化激勵機制，以探討採用有無遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，對於標註行為、閱讀理解成效、社會網絡互動及沉浸經驗的影響差異。此外，也探討不同性別與學習風格的學習者在有無遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，其標註行為、閱讀理解成效、社會網絡互動及沉浸經驗彼此之間是否具有顯著差異。 研究結果發現：（1）採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的學習者；（2）男性與女性學習者以及主動型、反思型與感覺型學習者採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（3）直覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（4）感覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在詮釋理解的表現上顯著優於採用不具遊戲化激勵機制的系統；（5）採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在程度中心度、接近中心度與中介中心度上均顯著優於採用不具遊戲化激勵機制的學習者；（6）男性與女性以及主動型、反思型、感覺型與直覺型的學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在程度中心度與接近中心度上均顯著優於採用不具遊戲化激勵機制的系統；（7）採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在第一階段(投入)與整體沉浸經驗上均顯著優於採用不具有遊戲化激勵機制的學習者；（8）感覺型的學習者採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在第一階段(投入)的沉浸經驗上顯著優於採用不具有遊戲化激勵機制的系統；（9）學習者透過具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習後，對於系統的滿意度極高。 最後，基於研究結果，本研究亦提出對教師、閱讀推廣單位的建議，也提出幾個未來的研究方向。 / The emphasis on digital reading has various reading annotation systems being developed for enhancing digital reading achievement. However, there has not been a reading annotation system with gamification motivate mechanism. Past research indicated that gamification learning could enhance students’ learning motivation and motivate learning willingness through game-based competition. Accordingly, the Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism is developed in this study to compare its effects on annotation behavior, reading comprehension achievement, social network interaction, and immersion experience with those without gamification motivate mechanism. Under the Cloud-based High-Interaction Cooperative Reading Annotation System with/ without gamification motivate mechanism, the differences among learners with distinct gender and learning styles in the annotation behavior, reading comprehension achievement, social network interaction, and immersion experience are also investigated. The research findings are summarized as following. (1) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (2) Male, female, active, reflective, and sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (3) Intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, and annotation ability. (4) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on reading achievement for interpreting, integrating, and evaluating processes.(5) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on degree centrality, closeness centrality, and betweenness centrality. (6) Male, female, active, reflective, sensing, and intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading outperform those without gamification motivate mechanism on degree centrality and closeness centrality. (7) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on the first stage (engagement) and overall immersion experience. (8) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on immersion experience at the first stage (engagement). (9) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading present extremely high system satisfaction. Based on the research results, suggestions for teachers and reading promotion units as well as for future research are proposed.