第五章 結論與建議
第三節 研究限制與建議
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第二節 研究貢獻
1. 學術方面
過去遊戲化在國內學術方面的研究實屬少見，而國外的焦點也多放在教學情 境中，用以鼓勵學生投入學習情境，然而「激勵使用者執行情境中的任務」是遊 戲化最大的目的，亦正是專案中人力資源管理所需要的外加動力。本研究藉由遊 戲化機制激勵專案成員投入專案情境以提升專案績效，其中遊戲化的情境抑是研 究的重點，探討遊戲化機制適用於何種情境中以及如何使用，經過本研究的實驗 設計，針對規劃型與發想型專案以不同的遊戲化機制設計，並同時搭配主觀和客 觀績效的衡量達到瞭解遊戲化機制對不同情境效果的驗證，得以作為未來深入研 究探討之基礎。
2. 實務方面
實務上對於專案管理的方法需求更是迫切，不同的產業、企業皆會產生不同 的專案形式，相同的是期望員工能夠投入專案團隊並且提高專案績效。而近年「遊 戲化」一詞快速蔓延於各大產業，各界對遊戲化機制的激勵效果躍躍欲試；然而，
貿然地行動可能帶來公司營運管理上的損失，因此認為本研究對於遊戲化機制使 用方式與其適用情境的分析成果，能夠提供企業在進行遊戲化專案管理時的參考。
第三節 研究限制與建議
本研究透過實驗設計法期望控制實驗環境降低外在因素干擾，然而仍受到研 究時間、環境、經費和個人學識影響，造成研究結果的一般化解釋受到限制，故 本節將研究限制與對未來研究之建議彙整如下：
1. 受測樣本限制與建議
由於時間與經費有限，受測樣本以政治大學 180 位學生為主，然而學生的專 案經驗多在於學業報告或者社團活動，可能導致對於延伸至實務的專案團隊應用
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時有所落差。另外，由三位受測者組成之專案團隊，由於是隨機樣本抽取與分配，
加上實驗時間有限，導致團隊間成員互不熟悉，成員能力分配也不穩定，造成專 案績效平均表現下降且與實務上的專案團隊組成方式而有差異。建議未來研究的 實驗樣本，小組成員可以從同一堂課的學生來分配，如此一來成員間彼此互相熟 悉，也能依照不同能力作組合，或者可以進一步找尋合作企業，瞭解其專案特性 後以公司專案團隊為樣本，再設計專屬遊戲化機制。
2. 研究範圍限制與建議
受到實驗時間和經費限制，本研究實驗中的專案類型以規劃型與發想類型為 主，各組成員數量設定為三人，屬於小規模的專案團隊；然而專案規模的大小可 能造成研究結果上的偏差，建議未來的研究可以分別對其他類型之專案或不同規 模專案和團隊大小作比較分析，如大三學生長期之畢業專題或小型企業專案作為 研究情境，進而更接近實務現況。
3. 研究工具限制與建議
由於受到時間與成本的限制，本研究針對遊戲化專案管理的方式為將遊戲化 機制放置於專案管理工具 Trello 之中，然而還有其他常見的專案管理工具如 Redmine、Github 等皆適用於不同專案類型或團隊，實務上有些企業也有內部客 製化的專案管理工具，本研究中的遊戲化機制設計是否適用於其他專案管理工具，
需要再深入驗證比較或者在未來的研究可以思考不同的遊戲化機制呈現方式。
4. 研究變項限制與建議
由於國內遊戲化相關文獻有限，而國外遊戲化文獻多針對特定教學或工作情 境作研究分析，未有通用之研究架構；因此本研究對遊戲化專案管理之研究變項 以遊戲化機制為主，然而影響專案績效的因素很多，可以使用的遊戲化機制也有 若干種，建議未來研究可以參考過去學者之理論基礎，找出具代表性的構面搭配 不同的遊戲化機制變項，再加上本研究之遊戲化建置流程方法與研究分析結果，
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以作出更有助於實務需求的研究設計。
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專案(Project)：根據美國專案管理學會(Project Management Institute，PMI)之定義，專案是指一項暫時性的任務、配置，以開創某獨特性的商品或服務。 4. 就讀學校：_______________________________
5. 科系：_______________________________
6. 過去有無參與專案經驗：(三人以上歷時一個月以上專案，如課堂期末報 告、專題等) □ 無 □ 有，(若有，請回答 7-11 題)
7. 過去參與專案次數：(三人以上歷時一個月以上專案，如課堂期末報告、專 題等) □ 1 次以下 □ 2-3 次 □ 4-5 次 □ 5 次以上
8. 印象最深一次專案的主題：_______________________________
9. 承第 8 題，該次專案的參與人數：___________________________
10.承第 8 題，該次專案歷時多久(以天為最小單位)：______________________
11.承第 8 題，該次專案中妳/你扮演甚麼角色和任務類型：
______________________________________________________________________