博碩士論文 105524005 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:15 、訪客IP:18.189.178.37
姓名 何柏儒(He,Bo-Ru)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響
(Effects of Prior Knowledge and Learning Styles on English Vocabulary Performance and Behavioral Patterns in a RPG)
相關論文
★ Using Digital Board Game to Enhance Student Engagementin Learning★ 從人因與互動行為模式的觀點探討數位遊戲式學習輔助能源知識
★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響★ 由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現
★ 從全面性的角度探討先備知識對同儕互評中受評與 評分之影響★ 從認知風格的角度探討同儕互評分組對遊戲製作與評量之影響
★ 探討創作媒介、個別差異、範例式教學及創作模式對九年級學生音樂創作的學習動機及成效之影響★ 探討個別差異與回饋形式在數位遊戲式學習系統中對學習動機、學習成效與遊戲表現之影響:以九年級國文學習為例
★ 探討趨向表現目標與逃避表現目標對於 學習成效與表現目標採取之影響 -以數位遊戲式英語字彙為例★ 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例
★ 探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例★ 從認知風格的角度探討同儕互評對遊戲式學習系統製作與評量之影響
★ 電腦輔助教師回饋於外語寫作情境之研究:成果與觀感★ 探討英語閱讀遊戲對印尼高中英語學習者的影響
★ 製作者與評量者之認知風格匹配與不匹配對遊戲人機介面與教學影片製作與評量的影響★ 探討趨向表現目標與逃避表現目標對於學習成效與表現目標採取之影響-以數位遊戲式翻譯技巧為例
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 英語字彙在語言學習的過程中是很重要的一部分,然而記憶單字對學習者而言是一件枯燥無聊的事情。因此,有許多研究運用遊戲式學習的方式,融入語言學習,以提升學習者的學習興趣。然而,不是每位學習者都適合此種方式學習,因此必須考量學習者的個體差異。在遊戲式學習環境中,先備知識及學習風格等個體差異特別受到重視。因此,本研究提出一個多人線上角色扮演遊戲的遊戲式學習環境,塑造仿如真實情境般的虛擬空間,將學習內容透過任務式學習設計,使學習者能夠藉由解決任務的方式進而瞭解字彙涵義,讓遊戲與學習緊密結合,提升字彙習得成效。本研究探討不同先備知識及學習風格的學習者,在遊戲式英語學習環境中對字彙習得成效、遊戲成效、行為模式與沉浸感之影響。
實驗結果證實,本研究所設計之系統能夠幫助學習者學習英語。其中高英語能力、高遊戲經驗、高能力高經驗及 Style-Matching 的學習者於數位遊戲式學習的環境下,有較好的學習成效。而低能力的學習者容易在任務過程中產生困難,造成學習成效較低,但因為系統提供多種輔助工具協助學習者進行任務,故低能力的學習者出現較多輔助工具的行為轉移。高經驗的學習者因為較熟悉遊戲技巧,懂得運用系統所提供的輔助工具來完成任務,因此任務完成度較高,出現較多遊戲、學習及輔助工具的行為轉移,然而遊戲內任務皆學習內容相關,故其學習成
效也會較高。而低經驗的學習者鮮少有遊戲的經驗,甚至連遊戲中所提供的輔助工具都不知道如何使用,因此任務完成度較低,進而造成學習成效較低。Style-Non-Matching 的學習者,因為無法找到一個合適的學習路徑,因此出現較多作答錯誤的學習行為的轉移,故學習成效較低。本研究的結果可以幫助不同先備知識及學習風格的學習者改善他們的學習成效。此外,對於研究者在未來開發適性化的遊戲式學習環境時,提供一個設計架構。

關鍵字:數位遊戲式學習、先備知識、學習風格、字彙習得成效、行為模式、遊戲成效、沉浸感
摘要(英) English learning has become a necessary educational strategy in many non-English-speaking countries. Vocabulary is a critical element for English learners.
However, learning a foreign language is difficult and stressful. In addition, memorizing English vocabulary is often considered boring, and learners may lack motivation for learning activities. With the advancement of technology, game-based learning has become an important part of education. It provides problem-solving quests, realistic scenarios and role-playing mechanisms that enhance learner’s motivation. Many studies integrate game-base learning strategy into language learning
to enhance learners’ motivation. However, not every learner can benefit this kind of learning strategy. Therefore, it is necessary to consider individual differences. Prior knowledge and learning styles are critical factors in digital game-based learning. Therefore, this study developed a multiplayer online role-playing game to create a game-based learning environment that can improve learners’ leaning performance. The learning materials are designed with task-based learning so that students can understand the meaning of the vocabulary through solving tasks in the gaming process. In order to investigate the impacts of learners with different prior knowledge and learning styles on learning performance and behavioral patterns, a quasi-experiment was conducted in a university English course. The experiment was conducted by dividing students into different prior knowledge and learning styles. In addition, lag sequential analysis was employed to explore the learning behavioral patterns of students with different prior knowledge and learning styles. Experimental results showed that the learners with higher English ability, higher gaming experience, higher-ability and higher-experience, and Style-Matching have better learning performance in the digital game-based learning environment. Moreover, the learners with lower English ability were prone to feel difficult in the process of the task. Hence, they were using more assistive tools in the gaming process. The learners with higher gaming experience were more familiar with the gaming skills and were prone to know how to use assistive tools to complete the task, showing better learning performance than the learners with lower gaming experience. However, the learners with lower gaming experience lack experience in the game. Even the system provides many assistive tools but they do not know how to use it. Therefore, the completion of the task is relatively low, which in turn affects the effectiveness of learning. The Style-Non-Matching learners showed more learning behaviors on wrong answers, which resulted in lower learning performance. The findings of this study provide a good reference for helping the students with different prior knowledge and different learning styles to improve their learning performance and provide designer to develop a personalized game-based learning environment.

Keywords: digital game-based learning, prior knowledge, learning styles, vocabulary acquisition performance, gaming performance, behavioral patterns, immersion.
關鍵字(中) ★ 數位遊戲式學習
★ 先備知識
★ 學習風格
★ 字彙習得成效
★ 行為模式
★ 遊戲成效
★ 沉浸感
關鍵字(英) ★ digital game-based learning
★ prior knowledge
★ learning styles
★ vocabulary acquisition performance
★ gaming performance
★ behavioral patterns
★ immersion
論文目次 摘要 v
Abstract vi
致謝 viii
目錄 ix
圖目錄 xii
表目錄 xiv
第一章 緒論 1
1.1 研究動機與背景 1
1.2 研究目的 2
1.3 研究問題 3
1.4 名詞解釋 5
1.5 研究範圍及限制 6
第二章 文獻探討 7
2.1 數位遊戲式學習 7
2.2 先備知識 9
2.3 學習風格 11
2.4 行為序列分析 13
第三章 系統設計與實作 16
3.1 系統架構 16
3.2 學習內容 16
3.2.1 學習任務內容 17
3.2.2 複習任務內容 19
3.3 系統特色 21
3.3.1 融入情境的學習教材 22
3.3.2 多樣化的任務類型 23
3.3.3 兼顧不同學習風格的遊戲方式 25
3.3.4 提供輔助的工具 26
3.3.5 即時回饋機制 29
3.3.6 排行榜機制 30
3.4 系統操作流程 30
第四章 研究方法 35
4.1 研究設計 35
4.2 研究對象 36
4.3 研究工具 37
4.3.1 英語能力測驗 37
4.3.2 遊戲經驗問卷 38
4.3.3 英語字彙知識測驗 38
4.3.4 學習風格測量問卷 39
4.3.5 沉浸經驗量表 40
4.3.6 系統記錄檔 40
4.4 實驗流程 41
4.5 行為編碼 42
4.6 資料收集與分析 44
第五章 研究結果與討論 46
5.1 先備知識對字彙習得成效、遊戲成效、行為模式與沉浸感之影響 46
5.1.1 先備知識對於字彙習得成效之影響 46
5.1.2 先備知識對於遊戲成效之影響 51
5.1.3 先備知識對於行為模式之影響 55
5.1.4 先備知識對於沉浸感之影響 81
5.2 學習風格對字彙習得成效、遊戲成效、行為模式、沉浸感之影響 82
5.2.1 學習風格對於字彙習得成效之影響 82
5.2.2 學習風格對於遊戲成效之影響 85
5.2.3 學習風格對於行為模式之影響 87
5.2.4 學習風格對於沉浸感之影響 96
5.3 字彙習得成效、遊戲成效、行為模式、沉浸感與先備知識之相關性 97
5.4 討論 99
5.4.1 不同先備知識組別對於字彙習得成效之影響 99
5.4.2 不同先備知識組別對於遊戲成效之影響 100
5.4.3 不同先備知識組別對於沉浸感之影響 102
5.4.4 學習風格對於字彙習得成效之影響 102
5.4.5 學習風格對遊戲成效之影響 103
5.4.6 學習風格對沉浸感之影響 104
5.4.7 不同先備知識組別對於行為模式之影響 104
5.4.8 不同學習風格組別對於行為模式之影響 111
5.4.9 先備知識、字彙習得、遊戲成效、行為表現與沉浸感之相關性 112
第六章 結論與建議 114
6.1 研究結論 114
6.2 研究貢獻 117
6.3 未來工作 118
參考文獻 120
附錄一 學習任務內容 128
附錄二 複習任務內容 129
附錄三 英語能力測驗 130
附錄四 遊戲經驗問卷 137
附錄五 Index of Learning Style Questionaire 139
附錄六 沉浸經驗量表 141
附錄七 英語字彙知識測驗-前測 143
附錄八 英語字彙知識測驗-後測 149
參考文獻 Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. Cambridge, MA: Cambridge university press.
Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. Cambridge, MA: Cambridge University Press.
Blumberg, F. C., Rosenthal, S. F., & Randall, J. D. (2008). Impasse-driven learning in the context of video games. Computers in Human Behavior, 24(4), 1530-1541.
Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69-74.
Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43-55.
Buffum, P. S., Frankosky, M., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2016). Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science. Computing in Science & Engineering, 18(2), 18-28.
Bulu, S. T., & Pedersen, S. (2012). Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills. Computers in Human behavior, 28(4), 1162-1169.
Chen, C. H. (2014). An adaptive scaffolding e-learning system for middle school students’ physics learning. Australasian Journal of Educational Technology, 30(3), 342-335.
Chen, C. H., Liu, J. H., & Shou, W. C. (2018). How Competition in a Game-based Science Learning Environment Influences Students′ Learning Achievement, Flow Experience, and Learning Behavioral Patterns. Journal of Educational Technology & Society, 21(2), 164-176.
Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.
Chen, H. J. H., & Yang, T. Y. C. (2013). The impact of adventure video games on foreign language learning and the perceptions of learners. Interactive Learning Environments, 21(2), 129-141.
Chen, N. S., & Hwang, G. J. (2014). Transforming the classrooms: innovative digital game-based learning designs and applications. Educational Technology Research and Development, 62(2), 125-128.
Chen, S. Y., & Huang, P. R. (2013). The comparisons of the influences of prior knowledge on two game-based learning systems. Computers & Education, 68, 177-186.
Chen, S. Y., & Yeh, C. C. (2017). The effects of cognitive styles on the use of hints in academic English: a learning analytics approach. Journal of Educational Technology & Society, 20(2), 251-264.
Cheng, M. T., Lin, Y. W., & She, H. C. (2015). Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. Computers & Education, 86, 18-29.
Cheng, M. T., Lin, Y. W., She, H. C., & Kuo, P. C. (2017). Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. British Journal of Educational Technology, 48(2), 246-263.
Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: its hierarchical structure and impact on game?based science learning. Journal of Computer Assisted Learning, 31(3), 232-253.
Chik, H. H. (2011). Learner autonomy development through digital gameplay. Digital culture & education, 3(1), 30-45.
Cornillie, F., Clarebout, G., & Desmet, P. (2012). Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics. ReCALL, 24(3), 257-278.
Darban, M., & Polites, G. L. (2016). Do emotions matter in technology training? Exploring their effects on individual perceptions and willingness to learn. Computers in Human Behavior, 62, 644-657.
Derakhshan, A., & Khatir, E. D. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(3), 39-47.
Dochy, F. J., Moerkerke, G., & Martens, R. (1996). Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress. Studies in educational evaluation, 22(4), 309-339.
Fan, K. K., Xiao, P. W., & Su, C. H. (2015). The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1211-1229.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
Filippidis, S. K., & Tsoukalas, I. A. (2009). On the use of adaptive instructional images based on the sequential–global dimension of the Felder–Silverman learning style theory. Interactive Learning Environments, 17(2), 135-150.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Educational Technology & Society, 20(1), 123-133.
Garcia, I., & Cano, E. (2018). A computer game for teaching and learning algebra topics at undergraduate level. Computer Applications in Engineering Education, 26(2), 326-340.
Garcia-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4), 481-491.
Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-learning and Digital Media, 2(1), 5-16.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.
Hou, H. T. (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG). Computers & Education, 58(4), 1225-1233.
Hou, H. T. (2013). Analyzing the behavioral differences between students of different genders, prior knowledge and learning performance with an educational MMORPG: A longitudinal case study in an elementary school. British Journal of Educational Technology, 44(3), 85-89.
Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in human behavior, 48, 424-435.
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137-149.
Hsu, T. C., Chang, S. C., & Liu, N. C. (2018). Peer Assessment of Webpage Design: Behavioral Sequential Analysis Based on Eye Tracking Evidence. Educational Technology & Society, 21(2), 305-321.
Huang, Y. M., Huang, S. H., & Wu, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62(2), 187-207.
Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students′ inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25.
Hwang, G. J., Chu, H. C., & Yin, C. J. (2017). Objectives, methodologies and research issues of learning analytics. Interactive Learning Environments, 25(2), 143-146.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students′ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students′ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42.
Hwang, G. J., Sung, H. Y., Hung, C. M., & Huang, I. (2013). A Learning Style Perspective to Investigate the Necessity of Developing Adaptive Learning Systems. Educational Technology & Society, 16(2), 188-197.
Hwang, G. J., Sung, H. Y., Hung, C. M., Huang, I., & Tsai, C. C. (2012). Development of a personalized educational computer game based on students’ learning styles. Educational Technology Research and Development, 60(4), 623-638.
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
Jennett, C., Cox, A. L., Cairns, P., Dhoparee, S., Epps, A., Tijs, T., & Walton, A. (2008). Measuring and defining the experience of immersion in games. International Journal of Human-Computer Studies, 66(9), 641-661.
Keebler, J. R., Jentsch, F., & Schuster, D. (2014). The effects of video game experience and active stereoscopy on performance in combat identification tasks. Human Factors, 56(8), 1482-1496.
Keefe, J. W. (1987). Learning style. Theory and Practice. Estados Unidos: National Association of Secondary School Principals.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. FT press.
Ku, D. T., Huang, Y. H., & Hus, S. C. (2015). The effects of GBL and learning styles on Chinese idiom by using TUI device. Journal of Computer Assisted Learning, 31(6), 505-515.
Lai, C. L., & Hwang, G. J. (2015). A spreadsheet-based visualized Mindtool for improving students’ learning performance in identifying relationships between numerical variables. Interactive Learning Environments, 23(2), 230-249.
Li, I. H., Hwang, G. H., & Lin, Y. X. (2017, April). Data mining on the prior knowledge and the effectiveness of the self-regulated learning. In Industrial Engineering and Applications (ICIEA), 2017 4th International Conference on (pp. 275-278). IEEE.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., & McVay, A. (2012). A literature review of gaming in education. Pearson Publishing, New Jersey (2012).
Nation, I. S. (2013). Learning Vocabulary in Another Language Google eBook. Cambridge, MA: Cambridge University Press.
Orvis, K. A., Horn, D. B., & Belanich, J. (2008). The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames. Computers in Human behavior, 24(5), 2415-2433.
Peterson, M. (2012). Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL, 24(3), 361-380.
Rankin, Y., Gold, R., & Gooch, B. (2006). 3D role-playing games as language learning tools. Proceedings of EuroGraphics, 25(3), 33-38
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57.
Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J. C. (2010, June). Individual differences in gameplay and learning: a narrative-centered learning perspective. In Proceedings of the Fifth International Conference on the Foundations of Digital Games (pp. 171-178). ACM.
Scholz, K., & Schulze, M. (2017). Digital-gaming trajectories and second-language development. Language Learning & Technology, 21(1), 100-120.
Soflano, M., Connolly, T. M., & Hainey, T. (2015). Learning style analysis in adaptive GBL application to teach SQL. Computers & Education, 86, 105-119.
Spolsky, B., & Shohamy, E. G. (1999). The languages of Israel: Policy, ideology, and practice (Vol. 17). Clevedon, UK: Multilingual Matters.
Spyridakis, J. H., & Isakson, C. S. (1991). Hypertext: A new tool and its effect on audience comprehension. In Professional Communication Conference, 1991. IPCC′91. Proceedings. The Engineered Communication., International (Vol. 1, pp. 37-44). IEEE.
Steinkuehler, C. (2008) Massively multiplayer online games as an educational technology: An outline for research. Educational Technology, 48(1), 10–21.
Su, A., Yang, S. J., Hwang, W. Y., Huang, C. S., & Tern, M. Y. (2014). Investigating the role of computer?supported annotation in problem?solving?based teaching: An empirical study of a Scratch programming pedagogy. British Journal of Educational Technology, 45(4), 647-665.
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG?based instruction in elementary English education in Korea. Journal of computer assisted learning, 26(5), 370-378.
Sung, H. Y., & Hwang, G. J. (2018). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 26(1), 118-134.
Sung, H. Y., Hwang, G. J., Wu, P. H., & Lin, D. Q. (2018). Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3D experiential gaming approach. Interactive Learning Environments, 26(1), 1-21.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students′ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
Touati, A., & Baek, Y. (2018). What Leads to Player’s Enjoyment and Achievement in a Mobile Learning Game? Journal of Educational Computing Research, 56(3), 344-368.
Tsai, F. H., Kuang-Chao, Y., & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Educational Technology & Society, 15(3), 240-250.
Wang, J. H., Chen, S. Y., & Chan, T. W. (2016). An Investigation of a Joyful Peer Response System: High Ability vs. Low Ability. International Journal of Human-Computer Interaction, 32(6), 431-444.
Wei, C. W., Kao, H. Y., Lu, H. H., & Liu, Y. C. (2018). The Effects of Competitive Gaming Scenarios and Personalized Assistance Strategies on English Vocabulary Learning. Educational Technology & Society, 21(3), 146-158.
Wong, L. H., & Hsu, C. K. (2016). Effects of learning styles on learners’ collaborative patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping approach. Technology, Pedagogy and Education, 25(1), 61-77.
Wu, T. T., & Huang, Y. M. (2017). A mobile game-based English vocabulary practice system based on portfolio analysis. Educational Technology & Society, 20(2), 265-277.
Yang, J. C., & Quadir, B. (2018). Effects of Prior Knowledge on Learning Performance and Anxiety in an English Learning Online Role-Playing Game. Educational Technology & Society, 21(3), 174-185.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game?based learning. Journal of Computer Assisted Learning, 34(3), 324-334.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game?based learning. Journal of Computer Assisted Learning, 34(3), 324-334.
Yang, J. C., Quadir, B., & Chen, N. S. (2016). Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment. Journal of Educational Computing Research, 54(3), 371-394.
Yang, K. H. (2017). Learning behavior and achievement analysis of a digital game-based learning approach integrating mastery learning theory and different feedback models. Interactive Learning Environments, 25(2), 235-248.
Yen, L., Chen, C. M., & Huang, H. B. (2016, June). Effects of Mobile Game-Based English Vocabulary Learning APP on Learners′ Perceptions and Learning Performance: A Case Study of Taiwanese EFL Learners. In International Conference on e-Learning (p. 255). Academic Conferences International Limited.
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational media international, 43(3), 233-249.
指導教授 楊接期(Yang,Jie-Chi) 審核日期 2018-8-7
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明