探討不同註釋方式及個體差異在數位遊戲式學習環境中對英語單字成效、動機與自我效能之影響;Effects of Gloss and Individual Differences on English Vocabulary Performance, Motivation and Self-efficacy in a DGBL Environment

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Title:	探討不同註釋方式及個體差異在數位遊戲式學習環境中對英語單字成效、動機與自我效能之影響;Effects of Gloss and Individual Differences on English Vocabulary Performance, Motivation and Self-efficacy in a DGBL Environment
Authors:	陳玟伶;Chen, Wen-Lin
Contributors:	網路學習科技研究所
Keywords:	數位遊戲式學習;註釋;個體差異;學習成效;動機;自我效能;遊戲成效;digital game-based learning;game performance;gloss;individual differences;learning performance;motivation;self-efficacy
Date:	2017-08-11
Issue Date:	2017-10-27 16:11:32 (UTC+8)
Publisher:	國立中央大學
Abstract:	隨著科技的進步，遊戲式學習已經成為教育中很重要的一個部分，透過遊戲的方式融入語言教學已成為發展趨勢，而在語言學習當中，單字學習佔據了很重要的一部分，過去文獻指出註釋可以有效的提升單字學習成效，但不同註釋方式對於學習成效的結果較不一致，也較少關於註釋的文獻是透過遊戲式學習的方式呈現，過去研究大多是以紙本或者是電腦螢幕呈現，因此本研究透過遊戲式學習環境，探討三種不同註釋方式(Inference gloss 組：Inference – Gloss-Gloss、Retrieval gloss 組：Gloss- Retrieval- Gloss、以及 Full gloss 組：Gloss-Gloss-Gloss)對於學習成效、動機、自我效能以及遊戲成效是否有影響。此外本研究也探討個體差異(先備知識、遊戲經驗)對於學習成效、動機、自我效能以及遊戲成效是否有影響，以及探討上述變項之間的相關性。其中的學習成效包含 Meaning recall (英翻中)、 Meaning recognition (配對)、Form recall (中翻英)以及整體學習成效；遊戲成效包含配對任務闖關次數、配對任務配對答對次數、閱讀任務閱讀答對題數、所有任務按鈕點擊次數以及所有任務獲得金幣總數。本研究之研究對象為中部某大學的學生 (N=70)，資料分析包含描述性統計、ANOVA 分析、Pearson 相關係數分析以及信度分析。研究結果顯示，不同註釋方式對於學習成效的部分，各類型的學習成效 Retrieval gloss 組皆顯著優於 Full gloss 組；而 Retrieval gloss 組對於動機以及自我效能也都顯著優於 Full gloss 組；然而不同註釋方式對於遊戲成效的部分只有在閱讀任務閱讀答對題數達到顯著差異。在個體差異的部分，不同先備知識對於學習成效中的 Meaning recall (英翻中)、Meaning recognition (配對) 以及整體學習成效都有達到顯著差異，但在 Form recall (中翻英) 的部分則無；在不同遊戲經驗則對於所有學習成效皆無達到顯著差異；而個體差異對於動機及自我效能，也皆無達到顯著差異；但個體差異對於遊戲成效的部分，先備知識與閱讀任務閱讀答對題數達到顯著；而遊戲經驗對於遊戲成效則皆無達顯著差異。 ;With the development of technologies and the spreads of using technologies, digital game-based learning is becoming the important part of the education. Language learning embedded in digital games is very prevalently. Vocabulary learning is one of the essential elements in the field of language learning. Previous studies pointed out that gloss can effectively improve vocabulary learning. However, effects of different types of glosses are inconsistent. Besides, there were few studies on glosses in digital game-based learning environments. Conversely, most of the previous studies on glosses were focused on the paper or computer monitor. Therefore, this study investigated effects of three different groups of glosses (i.e., Inference gloss group: Inference-GlossGloss, Retrieval gloss group: Gloss-Retrieval-Gloss, and Full gloss group: GlossGloss-Gloss) on learning performance, motivation, self-efficacy and game performance in a digital game-based learning environment. Moreover, in this study, we also investigated the effects of individual differences (i.e., prior knowledge, game experience) on learning performance, motivation, self-efficacy and game performance in a digital game-based learning environment. Regarding learning performance, it includes Meaning recall, Meaning recognition, Form recall and overall learning performance. Regarding game performance, it includes number of times in matching task, number of correct answers in matching task, number of correct answers in reading task, number of clicking buttons in matching task and reading task, and number of coins in matching task and reading task. The participants were college students in the middle of Taiwan (N=70). Data analysis includes descriptive analysis, ANOVA, Pearson correlation and reliability analysis. The results suggest that no matter what types of learning performance, Retrieval gloss group was significantly better than Full gloss group. In addition, Retrieval gloss group was significantly better on learner′s motivation and self-efficacy than Full gloss group. However, for the game performance part, different groups of glosses only significantly influenced on number of correct answers in reading task. As for the individual differences part, the results showed that different levels of prior knowledge had significantly difference on Meaning recall, Meaning recognition and overall learning performance but not on Form recall. In the different levels of game experiences, the results showed that there was no significant difference on all types of learning performance. Furthermore, individual differences had no significant difference on both motivation and self-efficacy. For the game performance part, prior knowledge had significant difference on correct answers in reading task; however, game experience had no significant difference on any game performance.
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