許多研究者認為，競爭式的學習活動可以增加學習者的學習動機及學習成效。但也有研究者指出，在競爭活動的過程中，可能會對學習者產生負面的影響。在此為了要降低競爭學習活動對學習者的負面影響，所以作者採用”遊戲”的方式進行競爭活動。本研究發展了一套名為”Joyce”的系統。Joyce是一個以問答練習遊戲為主體的練習環境，學習者(們)可以在其中進行遊戲比賽。本研究想探討學習者對於三項變因的反應，三項的變因如下：1)競爭者為電腦模擬的代理人、單一位學習者或是一個團體。2)是否與競爭對手面對面。3)競爭強度不同的答題模式。由於這些變因使得本研究發展出的練習環境中有八種競爭模式及兩種答題模式。實驗結果發現：1)大部分的學習者較喜歡用競爭程度較強的方式來進行遊戲。2)比較傾向於自己一個人一組，能夠主導遊戲的進行而不受其他人的干擾。3)學習者覺得與對手面對面會使遊戲更有趣。4)非面對面競爭可以較專心思考問題，不受到競爭對手的干擾。大部分的學習者認為5)利用Joyce進行問答練習可以增強自己的學科能力。6)Joyce能激起學習興趣。7)有半數的受測者認為Joyce練習環境能讓他們感到輕鬆自在、不會有太大的壓力。8)有7成多的學習者能針對同一道題目，第一次答錯而第二次能答對。

Many researchers consider that the competitive activities can increase the learners’ learning motivation and performance. But there are some researchers think that it may have some bad influence during the competitive process. In order to reduce the bad effect of competition, we proceed the activities with the game style. In this study, the researchers developed a system named “Joyce”. Joyce is a learning environment, which is a Question-and-Answering game with the style of board games, and learners could compete with other learners in it. The researchers want to explore the learners’ reactions about the factors. 1) The different kinds of competitors. 2) The competition with face-to-fact or via Internet. 3) The different answering modes. Therefore, there are eight kinds of competition modes and two kinds of answering modes in the learning environment. We discover that most of learners prefer to play games with the strong answering mode and they tend to play the game alone and control the progress of the game completely. Besides, learners feel that the game is more interesting if the competition is face-to-face. The learners can answer the question with stronger attention when they can’t see each other. The learners can enhance their knowledge of the subjects by playing the game and increase their interests of learning. Half of learners feel relaxed when playing Joyce and more than 70% of learners can answer the same questions correctly which they answered wrongly before.

[1]王景聰, 張立杰, 許秉瑜與陳德懷(1999). :網路上一個供使用者教育代理人-教育電子雞, Proceedings of Global Chinese Conference on Computers in Education, 174-181.
[2]何榮桂和賴志宏. (1997): 區域網路環境中之競爭式電腦輔助教學. 第六屆國際電腦輔助教學研討會論文集, 272-280.
[3]張立杰, 王千濤與陳德懷(2000). :選擇題問答遊戲中電腦同伴答題反應的設計方法, Proceedings of Global Chinese Conference on Computers in Education, 900-907.
[4]Bossert, S.T. (1989). Cooperative activities in the classroom. Review of Research in Education, 15, 225-250.
[5]Burton, R. R. and John Seely Brown. (1979): An investigation of computer coaching for informal learning activities. International Journal of Man-machine Studies, Vol. 11, 5-24.
[6]Chan T. W. (1991): Integration-Kid: A Learning Companion System. The 12th International Joint Conference on Artificial Intelligence, Sydney, Australia, Morgan Kaufman Publishers, Inc., 1094-1099.
[7]Chan T.W. and Baskin A. B. (1988): Studying with the Prince: The computer as a learning Companion. International Conference of Intelligent Tutoring Systems, June, Montreal, Canada, 194-200.
[8]Chan, T.W. and Baskin, A.B. (1990). : “Learning Companion Systems”. IN: Intelligent Tutoring System: At the Crossroad of AI and Education. Chapter 1,Norwood, NJ: ABLEX Publishing Corporation.
[9]Chan, T. W., Chung, I. L., Ho, R. G., Hou, W. J. and Lin, G. L. (1990). : Distributed Learning Companion System: WEST Revisited. The 2nd International Conference of Intelligent Tutoring System, C. Frasson, G. Gauthier & G. McCalla(Eds.). Lecture Notes in Computer Science, 608, Spring-Verlag, 643-650.
[10]Davis, G., and Rimm, S. (1985): Education of the gifted and talented. Englwwood Cliffs, NJ: Prentice-Hall.
[11]Deci, E. L., and Ryan, R. M. (1985): Intrinsic motivation and self-determination in human behavior. New York:lenum.
[12]Dugdale, S., and Kibbey, D. (1997). : Elementary mathematics with PLATO. Computer-based Education Research Laboratory, University of Illinois, Urbana.
[13]Fan, F. L., Chen, J. H., Hsia, Y. T., Chang, L. J. and Chan, T. W. (1997). : A WWW-Based Competitive Game System for Learning. The 7th International Conference on Computer-Assisted Instruction, 485-492.
[14]Johnson, D., and Johnson, R. (1975): Learning together and alone: Cooperation, competition and individualization. Englewood Cliffs, NJ: Prentice-Hall.
[15]Julian, J., and Perry, F. (1967). Cooperation contrasted with intra-group and inter-group competition. Sociometry, 30, 79-90.
[16]Kohn, A. (1992). No Contest: the case against competition. New York, NY: Houghton Mifflin Co.
[17]Liang, J. K., Wang, H. Y., Huang, C. W., Chang, S. B. and Chan, T. W. (2001). : Highly Interactive Instruction Environment for Classroom - Integration of Wireless Testing System and Learning Information Management System, Proceedings of CAL 2001. To be printed.
[18]Malone, T. W., and Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic motivations for learning. In Snow, R. E. and Farr, M. J. (Eds.), Aptitude, learning, and instruction: Vol. 3. Cognitive and Affective Process Analyses. Hillsdale, NJ: Erlbaum.
[19]Marc Prensky. (2001): Digital Game-Based Learning, New York: McGraw-Hill.
[20]P. Dillenbourg and J. Self. (1991): Designing Human-Computer Collaborative Learning. In C. O’Malley (Ed.), Human-Computer Collaborative Learning, Springer-Verlag.
[21]P. Dillenbourg and J. Self. (1992): PEOPLE POWER: A Human-Computer Collaborative Learning System. Second International Conference of Intelligent Tutoring System, June, Montreal, Canada, 651-660.
[22]Rich, D. (1992): Mega skills. New York: Houghton Mifflin Co.
[23]Weinberg, R., and Jackson, A. (1979): Competition and extrinsic rewards: effect on intrinsic motivation and attribution. The Journal of Social Psychology, 126, 649-657.
[24]Whittemore, I. C. (1924). The influence of competition on performance: an experimental study. Journal of Abnormal and social Psychology, 19, 236-253.