本研究採行動研究法，旨在探討遊戲化學習（Gamified Learning）融入成人華語複習課程時，學生之態度與對課堂參與的潛在影響。現有研究多聚焦於遊戲化教學對學習成效的提升，較少關注學習者在參與過程中的主觀感受與互動反應，為回應此研究缺口，本研究設計為期十一週的遊戲化複習課程，以 Kahoot 為主要教學工具，結合競爭機制、即時回饋與多模態題型，並透過三輪教學循環持續進行調整與修正。
本研究之研究場域為北部某大學語言中心，對象為九位來自印尼、越南與日本的初級成人華語學習者。研究結果發現，遊戲化華語複習活動能提升課堂氣氛與學生的表面參與，使學習者更快進入複習情境；然而，競爭、限時與排名機制亦可能造成部分成人學習者的焦慮與壓力。學生對遊戲化學習的接受度並非一致，而是受到語言程度、學習風格、動機來源與自我效能等因素影響。此外，合作機制若缺乏明確責任分配，小組設計亦可能導致能者多勞或搭便車現象。整體來說，遊戲化活動更適合作為成人華語課堂中的階段性、輔助性的複習工具；教師在設計活動時，宜兼顧趣味性、學習效益與情緒安全感，才能在成人華語教學中發揮正面作用。

Adopting an action research approach, this study aims to explore students' attitudes and the potential impact on classroom engagement when gamified learning is integrated into adult Mandarin Chinese review courses. Existing research primarily focuses on the enhancement of learning outcomes through gamified instruction, paying less attention to learners' subjective feelings and interactive responses during the process. To address this research gap, this study designed an eleven-week gamified review course using Kahoot as the primary tool, featuring competitive mechanisms, immediate feedback, and multimodal question types. Continuous adjustments and modifications were made through three teaching cycles.
The study was conducted at a university language center in northern Taiwan, involving nine beginner-level adult Mandarin learners from Indonesia, Vietnam, and Japan. The findings indicate that gamified Mandarin review activities can enhance the classroom atmosphere and students' surface-level engagement, enabling learners to immerse themselves in the review context more quickly. However, mechanisms involving competition, time limits, and rankings may also induce anxiety and stress in some adult learners. Students' acceptance of gamified learning is not uniform; rather, it is influenced by factors such as language proficiency, learning style, sources of motivation, and self-efficacy. Furthermore, if collaborative mechanisms lack clear distributions of responsibility, group work may lead to an unequal workload or the free-rider effect. Overall, gamified activities are more suitable as a phased, supplementary review tool in adult Mandarin classrooms. When designing these activities, teachers should balance entertainment, learning effectiveness, and emotional safety to ensure a positive impact on adult Mandarin instruction.

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