寫作動機對於學習寫作是一個很重要的指標，先前研究團隊研究提出「明日創作」寫作模式來提昇小學生之寫作表現及解決學生的寫作困難，但在寫作動機上並無明顯成效，為了進一步提升學生的寫作動機，本研究加入遊戲化機制在支援「明日創作」活動之線上寫作平台「創作島」中，在平台中加入自我經營遊戲的機制以及社群化的功能，希望能利用這些方式來改善學生的學習動機，而本研究也觀察到「明日創作」寫作模式雖然可以提升小學生之寫作表現，並改善學生之寫作困難，但發現部分學生在進行此寫作活動時仍有想法不足以及在同儕回應產出品質不佳等等問題，基於這些因素，本研究嘗試使用「微課程」的教學方式來解決學生的寫作困難。
本研究分為兩個階段進行，第一階段前導研究為了初步了解「創作島」以及「微課程」的導入後對於學生的影響，第二階段之實驗研究則是了解整個學期導入以了解「創作島」與「微課程」的影響，為了觀察學生之學習動機變化，本研究在創作活動進行前、後分別實施寫作情意問卷調查，並分析情意問卷了解對於提升學生寫作動機的成效，即學生在遊戲的環境下對於寫作興趣、態度、習慣等面向造成的影響，首先在第一階段之前導研究以桃園市某國小三年級學生四個班學生共105名學生為對象，為了觀察「寫作想法」微課程加入後學生寫作表現以及寫作想法的影響，並將學生分為實驗組54名學生及控制組51名學生，而在第二階段準實驗研究中以小學三年級四個班共108名學生為對象，為了觀察加入「同儕回應」微課程的影響，分為實驗組54名學生以及控制組54名學生，探討其在同儕回應以及寫作表現之差異。
研究結果顯示，從整體學生的寫作情意面向來看，發現學生在寫作興趣、寫作態度以及寫作習慣等面向上皆有著顯著的提升，顯示在加入遊戲機制後對於學生之寫作動機有著一定程度的幫助，在「寫作想法」微課程導入後發現對於學生的寫作表現、寫作想法產出有一定的幫助，而在「同儕回應」微課程的導入後發現學生在寫作表現、同儕回應的表現上有著明顯的進步，實驗組學生在寫作表現之字、詞、句以及在同儕回應的表現不論在評語數量、類型、品質、數量上以及相關同儕回應的認知上皆明顯優於控制組，顯示微課程的加入對於學生有相當程度的助益。

Motivation plays an important role in students’ writing learning writing. Previously our research team have proposed a model which could decrease students’ writing difficulty and scaffold students writing performance, named Tomorrow’s Writing, and applied it on an online platform named, Creation-Island. However, we found this model could not improve students’ writing motivation and could not overcome students’ difficulty of peer response. Hence, we added self-management game mechanism and mini-lesions of peer response to enhance the effect of Tomorrow’s Writing and Creation-Island.
This study was conducted a quasi-experimental study and the participants were 105 third grade students who all used Creation-Island with self-management game mechanism. The participants were divided into an experimental group (54 students) with mini-lessons and a control group (54 students) without mini-lessons. We gathered students’ cognition aspect of writing performance by the students’ writing articles and the content of peer responses in Creation-Island, and students’ affective aspect of writing performance by a questionnaire which includes writing interests, attitudes, and habits. In addition, we selected each 3 students from high, middle, and low writing ability students and from two groups.
The results indicated experiment group students’ writing performance in writing indexes were significant better than control group students. Moreover, the types and quality of peer responses of experiment group students also significant better than control group students. It showed the mini-lessons were effective. Regarding students’ writing motivation, both two group students were improved and showed the effect of self-management game mechanism.

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