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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/65855

    Title: 探討數位獎章在數位遊戲式英語學習環境下對英語學習成效與自我效能的影響;Effect of Digital Badges on English Learning Performance and Self-Efficacy in a Digital Game-Based English Learning Environment
    Authors: 黃東陽;Huang,Tung-Yang
    Contributors: 網路學習科技研究所
    Keywords: 數位遊戲式學習;數位獎章;自我效能;英語學習成效;Digital Game-Based Learning;Digital Badge;Self-Efficacy;English learning performance
    Date: 2014-07-31
    Issue Date: 2014-10-15 17:15:33 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 自我效能對學習者學習第二外語具有影響力,近年來數位遊戲式學習開始受到關注,逐漸有探討使用數位遊戲式學習以提升自我效能的研究。
    數位獎章能引領學習者在遊戲中的行為,提供學習者學習目標,藉由獲得數位獎章所給予學習者的正面回饋,可能會對學習者的自我效能產生所影響。因此,本研究在數位遊戲式學習環境下結合數位獎章,並依據影響自我效能來源選取替代經驗與精熟經驗,增加排行榜與星等練習題,調查國小學三年級學習者(N = 50)在獲得數位獎章數量、查閱排行榜次數與星等嘗試練習次數,是否能提升學習者的英語學習成效與自我效能,並在實驗後隔週進行訪談,以了解學習者對系統的使用感受。
    ;This research investigated how digital game-based learning enhanced to ones’ self-efficacy in the subject domain of English as a foreign language (EFL) learning. The great value of applying digital games in education has been highlighted; however, a small number of studies investigated how one’s self-efficacy enhanced in the English learning context. Digital badge which is one of the most important characteristics of digital game, can guide learner′s behavior, providing them learning goals and positive feedback. Such features might affect learner’s self-efficacy. This study designed a digital game-based English learning environment including digital badge, leaderboard and a star achievement practice question mechanisms. These features are related with mastery and vicarious experience. A quasi-experimental design was implemented. A total of 50 third grade elementary school students participated in this study. This study investigated if learner received the number of digital badges, the leaderboard check times and star achievement question practice times could improve their English learning outcome and self-efficacy. Interview were conducted to observe the learners’ experiences. The results show that the digital game improved learners′ English learning performance and self-efficacy. In addition, received digital badges affects learning performance and self-efficacy where leaderboard check times and star achievement question practice times affects learnings′ self-efficacy. This study found that learners have different attitude towards following their peer′s ranking. Discussions and conclusions are also presented.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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