由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現;The Effects of Spatial Abilities on Gaming Behavior and Game Performance in the Context of Game-based English Learning

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Title:	由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現;The Effects of Spatial Abilities on Gaming Behavior and Game Performance in the Context of Game-based English Learning
Authors:	石衛恩;Shih, Wei-En
Contributors:	網路學習科技研究所
Keywords:	遊戲式英語學習;空間能力;遊戲行為;遊戲表現;game-based English learning;spatial ability;gaming behavior;game performance
Date:	2017-11-14
Issue Date:	2018-01-16 11:05:19 (UTC+8)
Publisher:	國立中央大學
Abstract:	第二語言的重要性日益提升，英語已經成為世界上的官方語言，因此英語學習已成為在教育上相當重要的課題之一。為了要提升英語能力，在學習過程需要仰賴反覆的練習，然而這種反覆練習的做法，會使學習者越來越沒有耐心，也會讓他們失去學習動機。因此，本研究開發一款數位遊戲英語學習系統，建立一個遊戲環境來進行英語學習，進而提升學習者的學習動機。雖然數位遊戲式學習有許多優點，但可能不適合所有的學習者。這是因為數位遊戲式學習可能造成學習者過大的認知負荷；數位遊戲中影響到學習者認知負荷的因素很多，空間能力的高低就與學習者的認知負荷有很大的關聯；除了認知負荷外，遊戲式學習中的遊戲行為和遊戲表現，可能都與學習者的空間能力有關。因此，本研究針對空間能力的差異，探討遊戲式英語學習環境下如何影響到學習者的遊戲行為與遊戲表現。本研究之研究對象為桃園地區某國小四年級學生53名，將空間能力測驗結果分成高空間能力組和低空間能力組，在操作80分鐘數位遊戲英語學習系統後，分析受測者空間能力對於遊戲行為和遊戲表現的影響，並且進一步探討遊戲行為和遊戲表現的相關性。遊戲行為包含遊戲中各種輔助工具的使用次數和使用時間；遊戲表現包含了遊戲分數以及關卡的答題表現。資料分析包含描述性統計、獨立樣本t檢定、Pearson相關以及單因子ANOVA分析。研究結果顯示，空間能力對於學習者在遊戲式學習中的遊戲行為和遊戲表現有很大影響；於遊戲表現方面，高空間能力學習者於挑戰關卡答題表現優於低空間能力學習者；低空間能力學習者於遊戲中使用畫面說明、小地圖、敵人方位和顯示角色提示次數皆高於高空間能力學習者，另外小地圖和敵人方位的使用時間，兩組間也有顯著差異，低空間能力學習者顯著高於高空間能力學習者；此外本研究發現空間能力之差異，對於學習者的學習成效的表現上並無顯著影響。相關性部分小地圖使用次數和顯示角色次數上達顯著正相關；挑戰關卡中，圖片分辨、中文解釋、詞性辨識上，彼此也呈現正相關；而且本研究發現兩組間的相關性表現是相似的。上述的發現顯示出，本研究對數位遊戲學習上有所貢獻。第一，研究結果有助於從空間能力的差異對學習者遊戲行為和遊戲表現的影響。第二，有助於研究者、學習者、設計者與教學者發展出能適應不同空間能力學習者的遊戲式學習系統。 ;With the increasing importance of the Second language, English has become a official language in the world. Thus, English learning is one of the most important subjects in education. In order to improve English abilities, there is a need to do repeated practice during students’ learning process. However, such repeated practice not only makes learners feel impatient, but also let them lose learning motivation Therefore, this research develops a digital game-based learning system, where game elements were used to improve the learner′s learning motivation. Although digital game-based learning has many advantages, it might not be suitable for all learners. This is because digital game-based learning may cause cognitive overload of learners. Many factors affect learners ′ cognitive overload in game-based learning. Among such factors, learner′s spatial abilities were associated with cognitive overload. In addition to cognitive load, the gaming behavior and game performance in game-based learning may be related to learners ′ spatial abilities. Therefore, this research aimed to examine the influences of learners’ spatial abilities on their gaming behavior and game performance in the context of digital game-based learning. 53 students who enrolled in the 4th grade of an elementary school in Taoyuan participated in this study. Based on the results of space proficiency test, they were divided into the high spatial ability group and low spatial ability group. After they interacted with a digital game-based learning system for 80 minutes, the influences of learner′s spatial ability on gaming behavior and game performance were analyzed, and correlations between gaming behavior and game performance were also discussed. Gaming behavior pertained to the frequencies and time of using various assistive tools. Game performance included game scores and task performance. Two approaches were applied to conduct data analysis, including descriptive statistics, t-test, Pearson correlations and one-way ANOVA. The results of this study that spatial abilities had great impacts on the learner′s gaming behavior and game performance. Learners with a high spatial ability was superior to those with a low spatial ability learners, in terms of game performance. Learners with a low spatial ability more frequently used different types of hints than those with a high spatial ability, in terms of screen description, small maps, the location of enemies and role description. Furthermore, significant differences were found for the time used for small maps and the location of enemies. More specifically, learners with a low spatial ability spent more times for using the small maps and the location of enemies than those with a high spatial ability. In addition, the study found that the effect of spatial ability has no significant differences on learning performance. On correlation, a positive correlation existed between the frequencies of using the small maps and role description. The frequencies of using image resolution, Chinese interpretation and speech recognition were positively correlated to each other. This study found that the abovementioned correlations found for these two groups were similar. The frequencies of using image resolution, Chinese interpretation and speech recognition were positively correlated to each other. This study found that the abovementioned correlations found for these two groups were similar. The aforesaid findings demonstrated that this thesis will make contributions to digital game-based learning. Firstly, the findings were useful to understand the influences of spatial ability on learner′s gaming behavior and game performance. Secondly, such findings can be applied to support researchers, learners, designers and teachers to develop game learning system which can adapt to the needs of learners with different spatial abilities.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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