遊戲化和自我反思機制對印度尼西亞小學生英語詞彙學習的影響

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欣塔(Nanda Aprila Sinta) 查詢紙本館藏

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網路學習科技研究所

論文名稱

遊戲化和自我反思機制對印度尼西亞小學生英語詞彙學習的影響
(The Effects of Gamification and Self-reflection Mechanisms on English Vocabulary Learning for Indonesian Elementary School Students)

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至系統瀏覽論文 (2028-1-11以後開放)

摘要(中)

掌握詞彙是學習任何語言的一個基礎，在一些國家作為外語的英語更是如此，掌握詞彙對學生而言可能是一個挑戰。傳統的詞彙學習方法往往是簡單地記憶單詞和它們的含義，這可能是沒有吸引力的，導致缺乏學習的動力和熱情。遊戲化機制將遊戲元素融入到學習中，已被證明是創造一個有趣、愉快和有意義的學習體驗的有效方式。此外，自我反思可以是學習的一個重要面向，因為它可以讓學生追蹤他們的進度並確定需要改進的地方。本研究開發了E2V（Easy English Vocabulary）系統，它整合了遊戲化和自我反思機制，作為解決英語詞彙學習中問題的方案。該研究包括三組使用不同版本系統的學生：一組沒有遊戲化和自我反思，一組有遊戲化但沒有自我反思，還有一組既有遊戲化又有自我反思。該研究採用了混合方法，包括定量和定性資料分析，並包括48名學生和一名教師作為參與者。結果顯示，包括遊戲化和自我反思機制的E2V系統對學習成績和動機產生了正向影響。自我反思對學習參與度的影響最大，而遊戲化對學生的學習感知有影響。教師的看法也表明，適當地使用遊戲化可以正向地影響學生的學習。為了提高學習體驗的有效性，有必要進一步發展系統功能。

摘要(英)

Acquisition of vocabulary is a fundamental part of learning any language. This is particularly true for English as a foreign language in some countries, where vocabulary acquisition can be challenging. Traditional vocabulary learning methods often involve simply memorizing words and their meanings, which can be unengaging and lead to a lack of motivation and enthusiasm for studying. Gamification mechanisms, which incorporate gameplay elements into learning, have been shown to effectively create a fun, enjoyable, and meaningful learning experience. Additionally, self-reflection can be an influential aspect of learning, as it allows students to track their progress and identify areas of improvement. This study introduces the E2V (Easy English Vocabulary) system, which integrates gamification and self-reflection mechanisms, as a solution to these problems in vocabulary learning in English. The study included three groups of students using different versions of the system: one without gamification and self-reflection, one with gamification but without self-reflection, and one with both gamification and self-reflection. The study used a mixed-methods approach, including both quantitative and qualitative data analysis, and involved 48 students and one teacher as participants. The results show that the E2V system, which combines both gamification and self-reflection mechanisms, had a positive impact on learning performance and motivation. Self-reflection was found to be the most influential in terms of learning engagement, while gamification had an impact on student learning perception. Teacher perception also indicated that the appropriate use of gamification can positively affect student learning. Further development of system features is necessary to enhance the effectiveness of the learning experience.

關鍵字(中)

★ 英語詞彙學習
★ 遊戲化
★ 自我反省
★ 學習表現
★ 學習動機
★ 學習參與

關鍵字(英)

★ English vocabulary learning
★ Gamification
★ Self-Reflection
★ Learning performance
★ Learning motivation
★ Learning engagement

論文目次

摘要 i
ABSTRACT ii
Acknowledgements iii
Table of Content iv
List of Figures vi
List of Tables vii
CHAPTER I INTRODUCTION 1
1-1 Research Background 1
1-2 Research Motivation 4
1-3 Research Purpose 5
1-4 Research Questions 6
1-5 Definition of key term 6
CHAPTER II LITERATURE REVIEW 9
2-1 Computer-Assisted Language Learning 9
2-1-1 English as Foreign language in CALL context 11
2-1-2 Learning vocabulary in CALL 12
2-1-3 Gamification in CALL context 12
2-2 Gamification 13
2-2-1 Gamification elements 14
2-3 Quest Based Learning 16
2-4 Bloom’s Taxonomy 16
2-5 Self-Reflection 18
CHAPTER III SYSTEM DESIGN 20
3-1 Design Rationale of E2V (Easy English Vocabulary) System 20
3-2 Learning Material 26
3-3 System Architecture 27
3-3-1 Gamification elements 29
3-3-2 Self-reflection mechanism 30
3-4 Flowchart of the system 35
3-5 Easy English Vocabulary System 37
CHAPTER IV RESEARCH METHODOLOGY 42
4-1 Research Design 42
4-2 Research Subject 46
4-2-1 Participants 46
4-2-2 Setting 46
4-3 Research Instruments 47
4-3-1 Pre-Test and Post-Test of learning performance 47
4-3-2 Questionnaire of learning motivation 48
4-3-3 Questionnaire of learning engagement 48
4-3-4 Questionnaire of learning perception 49
4-3-5 Self-reflection survey 49
4-4 Experimental Procedure 49
4-5 Data collection technique and analysis 51
CHAPTER V RESULTS AND DISCUSSIONS 52
5-1 Finding and Results 52
5-1-1 Learning performance 52
5-1-2 Learning Motivation 54
5-1-3 Learning Engagement 56
5-1-4 Learning Perception 57
5-2 Discussion 62
CHAPTER VI CONCLUSIONS AND SUGGESTION 66
6-1 Summary of Research Findings 66
6-2 Contributions of the Study (provide the contribution) 68
6-2-1 Academic contribution 68
6-2-2 Application contribution 68
6-3 Suggestion and Limitation 68
Bibliography 70
Appendix 1. Pre-test Question 80
Appendix 2. Post-test Question 83
Appendix 3. Questionnaire of Learning motivation 86
Appendix 4. Questionnaire of learning engagement 87
Appendix 5. Questionnaire of learning perception for students 89
Appendix 6. Interview question for teacher learning perception 92
Appendix. 7 Interview script (teacher’s perception) 93
Appendix 8. Self-reflection while in system 96
Appendix 9. Self-reflection questionnaire after learning 98
Appendix 10. Documentation 99
Appendix 11. Permission letter for conducting research 100

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指導教授

楊接期(Jie Chi Yang)

審核日期

2023-1-18

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