探討不同註釋及數位獎章機制在數位遊戲式學習環境中對英語單字成效與學習動機之影響

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吳宜姍(Yi-Shan Wu) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討不同註釋及數位獎章機制在數位遊戲式學習環境中對英語單字成效與學習動機之影響
(Effects of Gloss and Digital Badges on English Vocabulary Performance and Learning Motivation in a Digital Game-based Learning Environment)

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摘要(中)

近年來數位遊戲式學習已經廣泛的應用於教學與研究當中，學習者在遊戲環境中進行學習，讓學習過程變得更加有趣及更投入。本研究建置數位遊戲式英語學習系統並將註釋與數位獎章機制應用於系統中。不同的註釋方式可以幫助學習者單字學習，本研究將註釋分成三種組別(Retrieval gloss組：Gloss-Retrieval-Gloss、Inference gloss組：Inference-Gloss-Gloss與Full gloss組：Gloss-Gloss-Gloss)，而數位獎章提供明確的學習目標，可以指引學習者正確的學習方向，且數位獎章提供立即性的回饋與獎勵，可以鼓勵學習者完成獎章條件，並提升學習者的學習成效與學習動機。本研究對象為85位大學生，檢視學習者在不同註釋與數位獎章機制對學習成效、學習動機與遊戲成效的影響，並探討數位遊戲式學習環境中的數位獎章機制、學習成效、與學習動機的相關性。其中學習成效包含Form recall test(中翻英)、Meaning recall test(英翻中)、Meaning recognition test(配對)與整體學習成效，遊戲成效包含配對任務闖關次數、閱讀任務閱讀答對題數、配對與閱讀任務完成時間、魔王任務闖關次數與最終能量。透過描述性統計、ANOVA與Pearson相關係數分析實驗數據。研究結果顯示，三種註釋組別在Meaning recall test(英翻中)、Meaning recognition test(配對)與整體學習成效上，Retrieval gloss組與Inference gloss組表現皆顯著優於Full gloss組，但Retrieval gloss組與Inference gloss組之間無顯著差異；而是否有數位獎章機制在整體學習成效上，有獎章組表現顯著優於無獎章組。學習類獎章的閱讀獎章與學習成效有相關性，遊戲類獎章的速度獎章與學習動機及排行榜獎章與學習動機有相關性。本研究結果證實註釋與數位獎章機制對學習者在數位遊戲式學習環境中的學習成效有正向幫助。

摘要(英)

In recent years, digital game-based learning is widely explored in many studies. Learners can engage in game-based learning environments. Therefore, the aim of this study was to develop a digital game-based English learning system with embedded glosses and digital badge mechanism. Different groups of glosses can help learners learning vocabulary. There were three approaches of glosses (i.e., Retrieval gloss group: Gloss-Retrieval-Gloss, Inference gloss group: Inference-Gloss-Gloss and Full gloss group: Gloss-Gloss-Gloss). Digital badge mechanism provides clear learning goal and helps learners build learning objectives. It provides immediate feedback and rewards, which encourages learners to get digital badges that can enhance learning performance and learning motivation. Participants of this study were 85 university students in Taiwan. This study examined the effects of glosses and digital badges on learning performance, learning motivation and game performance; and analyzed correlations of digital badge mechanism, learning performance, and learning motivation. Learning performance includes Form recall test, Meaning recall test, Meaning recognition test and overall learning performance. Game performance includes number of times in matching task, number of correct answers in reading task, completed time of matching task and reading task, number of times in monster task and value of power. This study used descriptive statistics, ANOVA and Pearson correlation coefficient to analyze the experiment data. The results showed that Retrieval gloss group and Inference gloss group were significantly better than Full gloss group in Meaning recall test, Meaning recognition test and overall learning performance, but there was no significant different between Retrieval gloss group and Inference gloss group. Digital badge mechanism group was significantly better than the group without digital badge mechanism in overall learning performance. For the learning type of digital badges, the reading badge and learning performance were positively correlated at a significant level. For the game type of digital badges, the speed badge and learning motivation, as well as the leaderboard badge and learning motivation were positively correlated at a significant level. This study proved that glosses and digital badge mechanism could improve learning performance in a digital game-based learning environment.

關鍵字(中)

★ 數位遊戲式學習
★ 數位獎章機制
★ 學習成效
★ 學習動機
★ 遊戲成效

關鍵字(英)

★ digital game-based learning
★ digital badges
★ learning performance
★ learning motivation
★ game performance

論文目次

摘要 v
Abstract vi
致謝 viii
目錄 ix
圖目錄 xi
表目錄 xii
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的 2
1.3 研究問題 3
1.4 名詞解釋 3
1.5 研究範圍與限制 4
第二章文獻探討 6
2.1 註釋 6
2.2 數位遊戲式學習 8
2.3 數位獎章 10
第三章系統設計與實作 13
3.1 系統設計理念 13
3.1.1 遊戲背景與故事 13
3.1.2 開發環境與技術運用 13
3.2 學習內容 14
3.2.1 閱讀任務學習內容 14
3.2.2 配對任務學習內容 18
3.3 系統架構 18
3.3.1 角色系統 19
3.3.2 場景系統 21
3.3.3 任務系統 22
3.3.4 數位獎章機制 28
第四章研究方法 33
4.1 研究設計 33
4.2 研究對象 35
4.3 研究工具 35
4.3.1 英語字彙知識測驗 35
4.3.2 學習動機量表 38
4.3.3 系統記錄檔 38
4.4 實驗流程 40
4.5 資料處理與分析 41
第五章研究結果與討論 43
5.1 註釋對於學習成效、學習動機、遊戲成效及數位獎章機制之影響 43
5.1.1 註釋對於學習成效之影響 43
5.1.2 註釋對於學習動機之影響 46
5.1.3 註釋對於遊戲成效及數位獎章機制之影響 47
5.2 數位獎章機制對於學習成效、學習動機及遊戲成效之影響 50
5.2.1 數位獎章機制對於學習成效之影響 50
5.2.2 數位獎章機制對於學習動機之影響 53
5.2.3 數位獎章機制對於遊戲成效之影響 54
5.3 數位獎章機制對學習成效與學習動機之相關 55
5.4 討論 57
5.4.1 註釋對於學習成效與學習動機之影響 57
5.4.2 註釋對於遊戲成效及數位獎章機制之影響 58
5.4.3 數位獎章機制對於學習成效與學習動機之影響 59
5.4.4 數位獎章機制對於遊戲成效之影響 59
5.4.5 數位獎章機制對於學習成效與學習動機之相關 60
第六章結論與建議 62
6.1 研究結論 62
6.2 研究貢獻 63
6.3 未來工作 64
參考文獻 66
附錄一目標單字及文本 71
附錄二 Form recall test (中翻英)-前測 77
附錄三 Form recall test (中翻英)-後測 80
附錄四 Meaning recall test(英翻中)-前測 82
附錄五 Meaning recall test(英翻中)-後測 85
附錄六 Meaning recognition(配對)-前測 86
附錄七 Meaning recognition(配對)-後測 87
附錄八學習動機量表 88

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2017-8-11

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