Jhen-Yu You
Doctoral Program of Educational Leadership and Technology Management, College of Education, Tamkang University
Lecturer, Department of Optometry, MacKay Junior College of Medicine, Nursing, and Management
E-mail：809760043@gms.tku.edu.tw
Yu-Ching Chen
Lecturer, Department of Optometry, MacKay Junior College of Medicine, Nursing, and Management
Master’s Program, Department of Optometry, Chung Shan Medical University
Abstract
This study explores whether Wayground, used as an in-class gamified review game, can serve as a learning-support strategy for an introductory optometry course (“Introduction to Eyeglass Frame Design and Materials”) in a five-year junior college program. The course features abstract content, heavy memory load, and limited earlystage engagement. Learning motivation—intrinsic motivation, task value, and selfefficacy— was adopted as the indicator of learning-support outcomes. Data were collected at three time points (pre-, mid-, and post-test). Because individual matching across waves was unstable, the three datasets were treated as independent samples, and one-way ANOVA was used to examine motivational differences, with post-hoc comparisons chosen based on homogeneity-of-variance tests (Games-Howell when needed). Results showed significant differences across time points in all three dimensions: intrinsic motivation and task value increased from pre- to mid-test, whereas self-efficacy showed a stronger increase at the post-test stage. Rather than framing Wayground as a tool-effect study, the findings are discussed from the perspective of teaching-strategy appropriateness for introductory professional courses, highlighting mechanisms such as increased classroom engagement and strengthened content impressions via retrieval practice and timely feedback.
Keywords：Wayground, gamified review, optometry education, learning motivation, introductory professional course