探討數位遊戲式學習中不同獎勵機制與先備能力對金融從業人員英語詞彙學習的影響

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蔡嘉儀(Chai-Yi Tsai) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討數位遊戲式學習中不同獎勵機制與先備能力對金融從業人員英語詞彙學習的影響
(Exploring the Influences of Different Reward Mechanisms and Prior Abilities on Financial Practitioners’ English Vocabulary Learning)

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摘要(中)

在當今全球化的時代，科技和資訊技術的快速發展使得跨國溝通變得更加頻繁和便捷，具備良好的語言能力，變得越來越重要。英語已經成為一種國際通用語言，被廣泛應用於商業、科技、學術、旅遊等領域。掌握英語能力，不僅可以增進人與人之間的交流和溝通，還能夠拓寬個人的視野、增強文化理解和國際覺察力。因此，對於現代人來說，學習和掌握英語已經變得至關重要。然詞彙是語言的基礎，缺乏詞彙知識可能會對學習者的閱讀理解造成困難，因為他們可能無法理解文本中出現的詞彙或詞組的意思。然而在金融從業人員之英語學習方式，仍然以傳統面授課程或線上教學為主，較少使用數位工具或遊戲式學習方式。
數位遊戲式學習已經成為一種受歡迎的教育方法，透過結合遊戲設計和學習內容，數位遊戲式學習提供了一個具有互動性和娛樂性的學習環境，並且可以廣泛運用在各個領域中。因此本研究開發了數位英語詞彙學習系統「Meta Bank」，並且在本系統中設計了不同的獎勵機制，分別為學習加遊戲面向版本及遊戲面向版本。本研究旨在數位英語詞彙學習系統環境中，探討不同獎勵機制對金融從業人員其英語詞彙學習成效、遊戲成效、學習動機及學習感知之影響及各變項之相關性，同時探討不同先備能力的金融從業人員，在相同的學習環境中對英語詞彙學習成效、遊戲成效、學習動機及學習感知之影響及各變項之相關性。
本研究包含114位金融從業人員，將其依照先備能力分為高成就59人，低成就55人，再將其依照不同獎勵機制分為二組，實驗組共57人(其中高成就30人，低成就27人)，控制組共57人(其中高成就29人，低成就28人)；研究工具包含英語先備能力測驗卷、英語詞彙測驗、學習動機量表、學習感知量表及系統紀錄檔。本研究採用信度分析、描述性統計、魏克生符號檢定、曼-惠特尼U檢定及斯皮爾曼相關等統計方法進行資料分析。
根據本研究結果顯示，在數位英語詞彙系統環境下，不同獎勵機制對於學習者的影響，主要發現有以下五點：(1)不同獎勵機制組的學習者其英語詞彙學習成效皆有顯著進步，然而在後測及進步分數部分實驗組皆高於控制組；(2)實驗組之遊戲成效較控制組好；(3)在學習動機兩組皆有顯著進步，然而在後測及進步分數部分實驗組皆高於控制組；(4) 在學習感知，兩組皆無呈現顯著差異；(5)實驗組的學習動機及學習感知呈現正相關；控制組的學習成效及學習感知與遊戲成效之間呈現較多正相關。
在數位英語詞彙系統環境下，不同先備能力對於學習者的影響，主要發現有以下五點：(1)不同先備能力的學習者其英語詞彙學習成效皆有顯著進步，然而在進步分數部分低成就高於高成就；(2)低成就之遊戲成效較高成就好；(3) 在學習動機兩組皆有顯著進步，然而在後測及進步分數部分低成就皆高於高成就；(4)在學習感知方面，兩組皆無呈現顯著差異；(5)高成就的學習動機與學習感知及遊戲成效之間呈現正相關；低成就的學習成效與遊戲成效呈現負相關。
本研究的結果可以提升不同先備能力的學習者增進其學習成效，幫助金融從業人員在家也可以自主性的輕鬆學習英語詞彙。教學者亦可以透過本系統的機制向金融從業人員進行教育訓練，進一步提升對金融從業人員的影響力，使學習過程更具吸引力和趣味性。本研究的結果有助於數位遊戲式學習的研究者在設計遊戲中的獎勵機制時，提供未來的研究方向。

摘要(英)

In the age of globalization, the rapid development of technology and information has made cross-border communication more frequent and convenient, and having good language skills is becoming more and more important. English has become an international, common language and is widely used in business, science, technology, academic, tourism and other professional fields. Applying English can not only bring closer communication and relationship between people, but also broaden personal horizons, enhance cultural understanding, perspectives, and international awareness. For modern people, learning and applying English has become much more important than before. Therefore, vocabulary is the foundation of language, and lacking of vocabularies comprehension may cause difficulties for learner to read and understand in sentences, phrases and contexts in reading materials.
As mentioned just now, with the advancement of technology, digital game-based learning has become a popular educational method for modern people. By combing game-designed and learning content, digital game-based learning provides an interactive and entertaining learning environment. And it can be widely used in various fields.Therefore, in this study, we developed a digital English vocabulary learning system “Meta Bank”. And designed for two different reward mechanisms in this system, one of them is for game-learning oriented version; the other one is for only game-oriented version. The purpose of this study is to explore the influence for different reward mechanisms on financial practitioner’s English vocabularies learning performance , playing –gamed effectiveness, learning motivation, learning perception, and the correlation of each variable in the context of the digital English vocabulary learning system. However, the English learning methods of financial practitioners are still dominated by traditional face-to-face courses or online teaching, with less use of digital tools or game-based learning methods.
This study included 114 financial practitioners, divided them into 59 high-achievers and 55 low-achievers according to their prior ability and ability, and then divided them into two groups according to different reward mechanisms. There were 57 people in the experimental group (30 high-achievers, 27 low-achievers), and a total 57 people in the control group (29 high-achievers and 28 low-achievers); The research tools include English prior ability test paper, English vocabulary exam, learning motivation form, learning perception evaluation form, and system record file. The study employed statistical methods such as reliability analysis, Descriptive Statistic, Wilcoxon Signed Rank Test, Mann-Whitney U test, and Spearman Rank Correlation for data analysis.
According to the results of this study shows in the context of the digital English vocabulary system. There are five points are mainly found in the influence of different reward mechanisms on learns, as below:
(1)The learners in the different reward mechanism groups have significantly improved on English vocabulary learning. However, in the post-test and progress scores, the experimental group is higher than the control group.
(2)The game effect of the experimental group is better than the control group.
(3)Both groups showed significant improvement in learning motivation. However, the experimental group was higher than the control group in the post-test and progress scores.
(4)There was no significant difference between the two groups in learning perception.
(5)The learning motivation and learning perception of experimental group are positively correlated; the learning performance , learning perception and play- gaming performance of control group are more positively correlated.
In English vocabulary system environment, the impact on learners with different prior ability abilities, the main findings are as below.
(1)Learners with different prior ability abilities have significantly improved in English vocabulary learning performance , but low achievement is higher than high achievement in the progress score part.
(2)Game with low achievements is better than games with high achievements.
(3)Significant improvement was seen in both groups in learning motivation. However, low achievement was higher than high achievement in both of the post-test and progress score.
(4)There was no significant difference between the two groups in learning perception.
(5)High-achievement learning motivation is positively correlated with learning perception and gaming performance ; low-achievement learning performance is negatively correlated with gaming performance .
The results of this study can improve learners with different prior ability and improve their learning performance and help finance professionals to autonomously and effortlessly improve their English vocabulary. Educators can also use the mechanisms of this system to provide educational training to finance professionals, further enhancing their influence on them and making the learning process more engaging and enjoyable. In addition, the results of this study can help researchers of digital game-based learning provide future research directions when designing reward mechanisms in games.

關鍵字(中)

★ 數位遊戲式學習
★ 獎勵機制
★ 先備能力
★ 英語詞彙學習成效
★ 遊戲成效
★ 學習動機
★ 學習感知

關鍵字(英)

★ Digital game-based learning
★ reward mechanism
★ prior ability
★ English vocabulary learning performance
★ gaming performance
★ learning motivation
★ learning perception

論文目次

摘要.i
Abstract.iii
致謝.vi
目錄.vii
圖目錄.x
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.4
1.3研究問題.4
1.4名詞解釋.6
1.5研究範圍與限制.8
第二章文獻探討.9
2.1數位遊戲式學習.9
2.1.1數位遊戲式學習的定義.9
2.1.2數位遊戲式學習之相關研究.9
2.2數位遊戲式學習中的獎勵機制.15
2.2.1獎勵相關理論機制.15
2.2.2獎勵機制類別.17
2.3數位遊戲式英文學習.20
2.4先備能力.22
2.4.1先備能力的定義.22
2.4.2遊戲式學習下先備能力之研究.23
2.4.3英語學習與先備能力之關聯性.24
2.5文獻探討小結.25
第三章系統設計與實作.27
3.1系統簡介.27
3.2學習內容.29
3.3系統架構.33
3.3.1系統設計理念.33
3.3.2系統功能.37
3.3.3獎勵機制.43
3.3.4輔助工具.43
3.4系統操作流程.48
第四章研究方法.51
4.1研究設計.51
4.2研究對象.53
4.3研究工具.54
4.3.1英語先備能力測驗卷.54
4.3.2英語詞彙測驗.54
4.3.3學習動機量表.56
4.3.4學習感知量表.57
4.3.5系統紀錄檔.59
4.4實驗流程.61
4.5資料收集與分析.62
第五章研究結果與討論.65
5.1不同獎勵機制對學習成效、遊戲成效、學習動機及學習感知之影響.65
5.1.1不同獎勵機制對學習成效之影響.65
5.1.2不同獎勵機制對遊戲成效之影響.67
5.1.3不同獎勵機制對學習動機之影響.70
5.1.4不同獎勵機制對學習感知之影響 73
5.1.5不同獎勵機制下，金融從業人員於、學習成效、遊戲成效、學習動機與學習感知之相關.75
5.2不同先備能力對學習成效、遊戲成效、學習動機及學習感知之影響.79
5.2.1不同先備能力對學習成效之影響.79
5.2.2不同先備能力對遊戲成效之影響.80
5.2.3不同先備能力對學習動機之影響.83
5.2.4不同先備能力對學習感知之影響.87
5.2.5不同先備能力下，金融從業人員於學習成效、遊戲成效、學習動機與學習感知之相關.88
5.3綜合討論.92
5.3.1不同獎勵機制對學習成效之影響.92
5.3.2不同獎勵機制對遊戲成效之影響.92
5.3.3不同獎勵機制對學習動機之影響.94
5.3.4不同獎勵機制對學習感知之影響.95
5.3.5不同獎勵機制下，對學習成效、遊戲成效、學習動機與學習感知之相關 .96
5.3.6不同先備能力對學習成效之影響.98
5.3.7不同先備能力對遊戲成效之影響.99
5.3.8不同先備能力對學習動機之影響.101
5.3.9不同先備能力對學習感知之影響.103
5.3.10不同先備能力下，對學習成效、遊戲成效、學習動機與學習感知之相關.104
第六章結論與建議.107
6.1研究結論.107
6.1.1不同獎勵機制(學習面向加遊戲面向及遊戲面向)對於金融從業人員於數位遊戲式英語學習環境中，對學習成效、遊戲成效、學習動機及學習感知是否有影響.107
6.1.2針對不同先備能力(高成就及低成就)，對於學習成效、遊戲成效、學習動機及學習感知的影響.111
6.2研究貢獻.115
6.3研究限制與未來工作.118
參考文獻.119
附錄一全民英檢中級閱讀能力測驗預試(Form RTI-A)試題之第一部分詞彙與結構.131
附錄二英語詞彙測驗卷.134
附錄三學習動機量表.137
附錄四學習感知量表-實驗組.140
附錄五學習感知量表-控制組.142

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2023-7-18

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