博碩士論文 107524008 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:22 、訪客IP:34.238.242.168
姓名 陶品妤(Pin-Yu Tao)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 探討數位獎章對英語發音學習成效、遊戲成效、遊戲心流及行為模式之影響──以大型多人線上角色扮演遊戲為例
(Effects of digital badges on English Pronunciation Performance, Gaming Performance, Gaming Flow and Behavioral Patterns in a MMORPG)
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
★ 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★ 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
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) 英語是目前的國際通用語言,學習英語的人口眾多,且在英語學習的過程中需要反覆練習,但是學習者可能會認為感到枯燥,因此有研究利用遊戲式學習的輔助,使學習環境變得輕鬆有趣,進而提高學習成效。在英語學習中,發音也是很重要的一部分,但不論在課程中或課程外都較少有機會進行英語發音練習,自動語音辨識能夠幫助學習者在不尷尬的情況下進行發音練習,從而在學習外語時感到輕鬆,並增強學習成效。因此本研究開發一款結合大型多人線上角色扮演遊戲與英語發音學習之系統『傳奇島冒險』,以MMORPG為基礎進行開發,提供學習者一個擁有自動語音辨識機制的英語發音學習環境。此外,遊戲中的獎章機制提供明確的成就目標,激勵學習者投入學習,努力達成條件獲得獎章,進而提升參與程度和學習成效,雖然先前也有對於有無獎章機制之差異的研究,但較多是使用遊戲化機制或是應用在線上教學平台上,較少有在數位遊戲式學習環境中結合英語發音學習,並且探討有無獎章之差異的研究。因此本研究之系統分為有獎章和無獎章兩個版本的系統,並將英語發音內容結合不同的任務,讓學習者在遊戲式英語發音學習環境中進行任務,同時學習英語單字及句子的發音。本研究旨在探討有無獎章機制的學習者,在遊戲式英語發音學習環境中對英語發音學習成效、遊戲成效、遊戲心流及行為模式之影響,以及各變項之相關性。本研究包含44位學習者,並將其分配至有獎章或無獎章之組別,實驗時間為90分鐘。
實驗結果顯示,使用本研究開發之數位遊戲式學習系統能夠提升學習者的英語發音能力。不論有無獎章機制學習者的發音成效皆有顯著進步,而有獎章組的學習者在例句的發音成效顯著優於無獎章組的學習者,可看出有獎章的學習者的發音成效進步比無獎章的學習者多。
遊戲成效分為學習類、遊戲類和輔助類三類。在學習類方面,有獎章的學習者在開始學習任務次數、學習任務完成次數、口說次數、單次準確率達90%次數、整個學習任務準確率達90%次數和所有任務平均準確率顯著高於無獎章的學習者;在遊戲類方面有獎章的學習者在金幣數量、能力點數和等級明顯高於無獎章組別的學習者;在輔助類方面兩組則無顯著的差異。
在遊戲心流的部分,有獎章組的學生整體心流較高,且有較高的控制和樂趣,但兩者在參與的部分沒有顯著的差別。另外,在相關性部分,發現英語發音學習成效、遊戲成效和遊戲心流之間皆無顯著相關,而大多數的遊戲類遊戲成效和學習類遊戲成效和輔助類遊戲成效呈現正相關;遊戲心流則與部分學習類遊戲成效呈現正相關。
綜上結果顯示,本研究之數位遊戲式英語發音學習環境可以幫助不論有無獎章機制的學習者提升英語發音學習成效,並且數位獎章有助於學習者增加遊戲和學習相關的行為,有效地提升學習者的發音練習次數,進而提高學習者的英語發音準確率。本研究的結果有助於理解有無數位獎章之學習者在遊戲中的成效及行為,本系統對於研究者未來在開發數位遊戲式學習環境時,可以依據不同的獎章機制進行遊戲內容的設計。
摘要(英) English is the current international language. There are many people who learn English, and they need to practice repeatedly in the process of learning English. However, learners may think that they feel boring. Therefore, there are studies using game-based learning to make the learning environment easy and interesting, thereby improving learning performance. In English learning, pronunciation is also a very important part, but there are few opportunities to practice English pronunciation both in and outside the course. Automatic speech recognition can help learners to practice pronunciation without embarrassment, thereby feeling relaxed when learning a foreign language and enhance the learning performance. Therefore, this study developed a system "Legendary Island Adventure" that combined massively multiplayer online role-playing games (MMORPGs) and English pronunciation learning. It was developed on the basis of the MMORPG to provide learners with an English pronunciation learning environment with automatic voice recognition mechanism. In addition, the badge mechanism in the game provides clear achievement goals, encourages learners to invest in learning, and strive to achieve the conditions to obtain badges, thereby improving the degree of engagement and learning performance. Although there have been previous studies on the difference between whether or not the badge mechanism is available, they are mostly used on the gamification mechanism or the application of online teaching platforms, there are few studies that combine English pronunciation learning in a digital game-based learning environment and explore the difference between whether there are badges or not. Therefore, the system of this study was divided into two versions of systems with badges and without badges, and combined English pronunciation content with different tasks, allowing learners to perform tasks in a game-based English pronunciation learning environment while learning pronunciation of English words and sentences. This study aimed to investigate the effects of learners with or without badge mechanisms on English pronunciation performance, gaming performance, gaming flow experience and behavioral patterns in a game-based English pronunciation learning environment, and the correlation of various variables. The study included 44 learners, who were assigned to the badge or non-badge group. The experiment time was 90 minutes.
The results showed that the digital game-based learning system developed by this study improved learners′ English pronunciation skills. The pronunciation performance of learners with or without the badge mechanism improved significantly, and the pronunciation performance of the learners in the badge group was significantly better than the learners in the non-badge group. It can be seen that the pronunciation performance of learners with badges improved more than that of learners without badges.
Game performance was divided into three categories: learning, gaming and assistance. In terms of learning, the learners with badges had significant starting learning tasks, learning tasks completion times, speaking times, a single accuracy rate of 90%, the entire learning task accuracy rate of 90%, and the average accuracy rate of all tasks, which was higher than the learners without badges. The learners with badges in the gaming category were significantly higher in the number of gold coins, ability points and levels than the learners without badges. In the assistance category, there was no significant difference between the two groups.
In the part of gaming flow, the students in the badge group had higher overall flow, and had higher control and fun, but there was no significant difference between the two groups in the part of engagement. In addition, in the correlation part, it was found that there was no significant correlation between the English pronunciation learning performance, the gaming performance and the gaming flow. The mostly gaming performance of gaming category were positively related to the gaming performance of learning category and gaming performance of assistance category. Gaming flow was positively correlated with the performance of some gaming performance of learning category.
The above results showed that the digital game-based English pronunciation learning environment in this study can help learners with or without a badge mechanism improve their English pronunciation learning performance, and digital badges can help learners increase game and learning-related behaviors, effectively improving the number of pronunciation practice of learners, thereby improving the learner’s English pronunciation accuracy. The results of this study are helpful to understand the performance and behavior of learners with or without badges in the game. This system allows researchers to design game content based on different medal mechanisms when developing a digital game-based learning environment in the future.
關鍵字(中) ★ 數位遊戲式學習
★ 數位獎章
★ 英語發音學習成效
★ 遊戲成效
★ 遊戲心流
★ 行為模式
關鍵字(英) ★ digital game-based learning
★ digital badges
★ English pronunciation performance
★ gaming performance
★ gaming flow
★ behavioral patterns
論文目次 摘要 i
Abstract iii
致謝 vi
目錄 vii
圖目錄 ix
表目錄 xi
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 4
第二章 文獻探討 6
2.1 數位遊戲式英語發音學習 6
2.2 數位遊戲式學習 7
2.3 數位獎章 9
第三章 系統設計與實作 12
3.1 開發工具 12
3.2 學習內容 12
3.2.1 學習任務內容 16
3.2.2 練習任務內容 20
3.2.3 複習任務內容 24
3.3 系統架構 26
3.3.1 融入情境的學習教材 26
3.3.2 多樣化的任務類型 27
3.3.3 語音辨識機制 29
3.3.4 獎章機制 30
3.3.5 提供輔助工具 33
3.3.6 即時回饋機制 36
3.4 系統操作流程 37
第四章 研究方法 41
4.1 研究設計 41
4.2 研究對象 42
4.3 研究工具 43
4.3.1 英語發音能力測驗 43
4.3.2 遊戲心流量表 45
4.3.3 系統記錄檔 45
4.4 實驗流程 46
4.5 行為編碼 47
4.6 資料收集與分析 49
第五章 研究結果與討論 51
5.1 獎章機制對於英語發音學習成效之影響 51
5.2 獎章機制對於遊戲成效之影響 56
5.3 獎章機制對於遊戲心流之影響 59
5.4 獎章機制對於行為模式之影響 60
5.4.1 相同的行為轉移 63
5.4.2 相異的行為轉移 66
5.5 英語發音學習成效、遊戲成效及遊戲心流之相關性 70
5.6 討論 74
5.6.1 有無獎章機制組別對於英語發音學習成效之影響 74
5.6.2 有無獎章機制組別對於遊戲成效之影響 74
5.6.3 有無獎章機制組別對於遊戲心流之影響 75
5.6.4 英語發音學習成效、遊戲成效及遊戲心流之相關性 75
第六章 結論與建議 77
6.1 研究結論 77
6.1.1 有無獎章機制在英語發音數位遊戲式學習環境中對英語發音學習成效、遊戲成效、遊戲心流及行為模式之影響 77
6.1.2 在數位遊戲式英語學習環境中,有無獎章機制下,英語發音學習成效、遊戲心流、遊戲成效之間的相關性 79
6.2 研究貢獻 80
6.3 未來展望 81
參考文獻 83
附錄一 英語發音能力測驗-前測 87
附錄二 英語發音能力測驗-後測 89
附錄三 遊戲心流問卷 90
參考文獻 一、 中文部分
何柏儒(2018)。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。國立中央大學網路學習科技研究所碩士論文。
黃安邦(2019)。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。國立中央大學網路學習科技研究所碩士論文。
二、 英文部分
Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217-232.
Admiraal, W., Huizenga, J., Akkerman, S., & Ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194.
Boticki, I., Baksa, J., Seow, P., & Looi, C. K. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86, 120-136.
Chang, C. C., Warden, C. A., Liang, C., & Lin, G. Y. (2018). Effects of digital game-based learning on achievement, flow and overall cognitive load. Australasian Journal of Educational Technology, 34(4), 155-167
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.
Cheng, C. H., & Su, C. H. (2012). A Game-based learning system for improving student′s learning effectiveness in system analysis course. Procedia-Social and Behavioral Sciences, 31, 669-675.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.
Denny, P. (2013, April). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 763-772).
Eskenazi, M. (1999). Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype. Language Learning & Technology, 2(2), 62-76.
Galli, L., & Fraternali, P. (2014). Achievement systems explained. In Trends and applications of serious gaming and social media (pp. 25-50). Springer Singapore.
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403-410.
Glover, I. (2013). Open badges: A visual method of recognising achievement and increasing learner motivation. Student Engagement and Experience Journal, 2(1).
Hakulinen, L., Auvinen, T., & Korhonen, A. (2015). The Effect of Achievement Badges on Students′ Behavior: An Empirical Study in a University-Level Computer Science Course. International Journal of Emerging Technologies in Learning, 10(1).
Hale, K. S., & Stanney, K. M. (Eds.). (2014). Handbook of virtual environments: Design, implementation, and applications (2nd ed.). Boca Raton, FL: CRC Press.
Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). IEEE.
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236.
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), E85-E89
Hsieh, Y. H., Lin, Y. C., & Hou, H. T. (2016). Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students′ game-based learning. Interactive Learning Environments, 24(1), 178-193.
Hsu, C. L., & Lu, H. P. (2004). Why do people play on-line games? An extended TAM with social influences and flow experience. Information & Management, 41(7), 853-868.
Huang, B., & Hew, K. F. (2015). Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification. In Proceedings of the 23rd International Conference on Computers in Education (pp. 275-280).
Huang, L. Y. (2014). Investigating Mixed-Ability Teaching in Taiwanese Primary Schools. International Education Studies, 7(5), 85-93.
Hung, H. C., & Young, S. S. C. (2015). An investigation of game-embedded handheld devices to enhance English learning. Journal of Educational Computing Research, 52(4), 548-567.
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104.
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.
Ibanez, M. B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301.
Jakobsson, M., Sotamaa, O., Moore, C., Begy, J., Consalvo, M., Gazzard, A., ... & Elliott, D. (2011). game reward systems. Game Studies, 11(1).
Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education and Information Technologies, 22(6), 2767-2804.
Milton, J., Jonsen, S., Hirst, S., & Lindenburn, S. (2012). Foreign language vocabulary development through activities in an online 3D environment. The Language Learning Journal, 40(1), 99-112.
Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: a review of literature. In International conference on hci in business (pp. 401-409). Springer, Cham.
Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1(1), 1–4.
Reid, A. J., Paster, D., & Abramovich, S. (2015). Digital badges in undergraduate composition courses: Effects on intrinsic motivation. Journal of Computers in Education, 2(4), 377-398.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital gamebased learning. ReCALL, 27(1), 38-57.
Sanmugam, M., Zaid, N. M., Abdullah, Z., Aris, B., Mohamed, H., & van der Meijden, H. (2016, December). The impacts of infusing game elements and gamification in learning. In 2016 IEEE 8th international conference on engineering education (ICEED) (pp. 131-136). IEEE.
Ŝmahel, D., Ŝevčíková, A., Blinka, L., & Veselá, M. (2009). Abhängigkeit und Internet-Applikationen: Spiele, Kommunikation und Sex-Webseiten. In Gesundheit und Neue Medien (pp. 235-260). Springer, Vienna.
Sourmelis, T., Ioannou, A., & Zaphiris, P. (2017). Massively Multiplayer Online Role Playing Games (MMORPGs) and the 21st century skills: A comprehensive research review from 2010 to 2016. Computers in Human Behavior, 67, 41-48.
Sung, H. Y., Hwang, G. J., & Yen, Y. F. (2015). Development of a contextual decision-making game for improving students′ learning performance in a health education course. Computers & Education, 82, 179-190.
Sweetser, P., & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3-3.
Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers & Education, 144, 103698.
Wang, Y. H., & Young, S. C. (2015). Effectiveness of feedback for enhancing English pronunciation in an ASR‐based CALL system. Journal of Computer Assisted Learning, 31(6), 493-504.
Wu, W. C. V., & Marek, M. (2010). Making English a" Habit": Increasing Confidence, Motivation, and Ability of EFL Students through Cross-Cultural, Computer-Assisted Interaction. Turkish Online Journal of Educational Technology-TOJET, 9(4), 101-112.
Yang, F. C. O., Chen, H. H., Wu, W. C. V., & Yang, J. C. (2017). Evaluating the effectiveness of English speaking and learning attitude for elementary students in a digital game-based learning environment. In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 569-572). IEEE.
Yang, J. C., & Chen, S. Y. (2020). An investigation of game behavior in the context of digital game-based learning: An individual difference perspective. Computers in Human Behavior, 106432.
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, J. C., Quadir, B., & Chen, N. S. (2019). Effects of Children’s Trait Emotional Intelligence on Digital Game-Based Learning. International Journal of Human–Computer Interaction, 35(4-5), 374-383.
Yeh, Y. T., Hung, H. T., & Hsu, Y. J. (2017). Digital Game-Based Learning for Improving Students′ Academic Achievement, Learning Motivation, and Willingness to Communicate in an English Course. In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 560-563). IEEE.
Young, S. S. C., & Wang, Y. H. (2014). The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239-251.
Zafar, B., Mueen, A., Awedh, M., & Balubaid, M. (2014). Game-based learning with native language hint and their effects on student academic performance in a Saudi Arabia community college. Journal of Computers in Education, 1(4), 371-384.
指導教授 楊接期(Jie-Chi Yang) 審核日期 2020-8-19
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