數位遊戲式學習的研究者經常指出，學習者在學習第二外語時的沉浸感受，會影響到他們的投入程度，並進而影響到其最終的學習成效。然而，探討沉浸感與學習成效之因素關係的實證研究仍較缺乏，因此，本研究旨在探討學習者使用數位遊戲進行第二外語學習時，影響其英語學習成效差異之相關因素，研究方法為準實驗研究法，使用以五大構面組成之沉浸感問卷及英語學習成效之前、後測驗卷，研究對象為三班共60名小學三年級學生。問卷的量性分析方法包括成對樣本T檢定、皮爾森相關分析及多元線性迴歸分析預測法，以證實沉浸感與英語學習成效兩種變項間的關係。研究結果顯示，英語學習成效會因沉浸感的不同而產生顯著差異的正向變化，並且透過沉浸感中的現實解離、挑戰感與控制感，即可預測解釋英語學習成效在一定程度上的變異量。總結而言，此研究希望能解釋沉浸感和英語學習成效之間的動態關係，教育學者也可藉此進一步了解學習者在數位遊戲式學習中的沉浸感是如何影響其最終的學習成效。;Digital game-based learning researchers pointed out that the immersion in learning a second language affect their degree of involvement, and it may have influence on the learning effectiveness consequently. However, empirical evidence approach concerning the exploration on the factor analysis of immersion and learning effectiveness nowadays is limited. Therefore, the research aimed at discovering the relative factors of impact on the discrepancy of English learning upon learning a second language by digital game. The research adopted a questionnaire constituted by five perspectives of immersion as well as pre-test and post-test for English learning effectiveness. The research participants were a total of 60 3rd grade students in elementary school who were assigned to three groups. The method of quantitative analysis for the questionnaire covers T-test, Pearson correlation and Multi-factor regression in order to prove the relation of two variations of immersion and English learning effectiveness. The results indicated that English learning effectiveness would have a significant change by the difference of immersion. Moreover, reality dissociation, sense of challenge, sense of control among the immersion factors may have significant correlations with English learning effectiveness. It found that a foundational forecast explanative ability was possessed after taking explanation model regression analysis further. All in all, the purpose of the research is to explain the dynamic relation between immersion and English learning effectiveness; meanwhile, education scholars can better understand how immersion of learners in digital game-based learning affect learning effectiveness.
