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|Title: ||探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例;Effects of Cognitive Styles and Gaming Flow Experience on English Vocabulary Performance, Game Performance and Self-efficacy in a MMORPG|
|Authors: ||曾子芸;Tseng, Tzu-Yun|
|Keywords: ||英語學習;數位遊戲式學習;認知風格;遊戲心流;字彙學習成效;遊戲成效;自我效能;English learning;digital game-based learning;cognitive styles;gaming flow experience;vocabulary learning performance;game performance;self-efficacy|
|Issue Date: ||2019-09-03 15:55:50 (UTC+8)|
實驗結果發現，在認知風格方面，雖然不同認知風格的學習者和Style-Matching或Style-Non-Matching的學習者之組內對於字彙學習成效之前、後測皆有顯著進步，但是其組間對於字彙學習成效、遊戲成效以及自我效能上皆無顯著差異。在遊戲心流方面，高遊戲心流與低遊戲心流的學習者在組內字彙學習成效之前、後測上皆有顯著進步，且高遊戲心流的學習者在學習成效的進步分數上顯著高於低遊戲心流的學習者；高遊戲心流的學習者在遊戲成效中的重生次數顯著優於低遊戲心流的學習者；高遊戲心流的學習者在自我效能上也顯著優於低遊戲心流的學習者。另外，在相關性的結果上，本研究發現遊戲成效中的重生次數與字彙學習成效、遊戲心流及自我效能之間皆呈現負相關；遊戲心流與自我效能之間呈現正相關；字彙學習成效與遊戲成效中的金幣總數、任務完成數量之間呈現正相關。本研究的結果可以幫助不同認知風格及遊戲心流的學習者提高其學習成效、遊戲成效以及自我效能。此外，在未來開發適性化的遊戲式學習環境時，可以為研究者提供一個設計架構。;English is a common language in the world, but most learners lack opportunities to practice spoken English and feel afraid of it, which results in low learning motivation. Digital game-based learning is an effective way to improve learning motivation. Digital game-based learning has become a teaching trend, which contains rich multimedia materials, which can provide learners with different experiences, thus helping to improve learners′ learning motivation and performance. Multimedia environments in digital games increase learners′ sense of immersion, thus affecting learners′ gaming flow experience. Past studies have found that gaming flow experience not only affects learners′ engagement and immersion, but also improves learners′ learning performance. In addition, digital game-based learning environments will also have an impact on learners′ self-efficacy. Past studies have shown that digital game-based learning environments can improve self-efficacy and it is an effective factor to predict learners′ language learning performance. However, not all learners are suited to digital game-based learning environments, so individual differences among learners must be considered. Among the different individual differences, cognitive styles are widely studied. According to the previous literature, cognitive styles are classified into different categories, among which Holist and Serialist are regarded as important categories. Learners of Holist and Serialist will use different preference ways to process information, thus affecting their learning performance.
Therefore, this study explored the effects of learners with different cognitive styles and gaming flow experience on vocabulary learning performance, game performance and self-efficacy in a game-based English learning environment, and further explored the relationship among vocabulary learning performance, game performance, self-efficacy and gaming flow experience. There were 56 participants in this study, including 26 college students and 30 graduate students. They were measured by the cognitive styles scale and gaming flow experience scale into Holist or Serialist and high gaming flow experience or low gaming flow experience. Followed by learners based on Holist or Serialist, the way to select tasks is divided into style-matching or style-non-matching. The total experiment time was 80 minutes.
The results showed that for cognitive styles, although there was significant improvement between the pre-test and the post-test of vocabulary learning performance, there was no significant difference in vocabulary learning performance, game performance and self-efficacy between the learners of different cognitive styles and style-matching or style-non-matching. For gaming flow experience, there was significant improvement between the pre-test and the post-test of vocabulary learning performance of the learners of high gaming flow experience and low gaming flow experience, and the learners of high gaming flow experience were significantly higher in scores of progress than the learners of low gaming flow experience. The learners of high gaming flow experience were significantly higher in the number of reborn in game performance than the learners of low gaming flow experience. In addition, the learners of high gaming flow experience were significantly higher in self-efficacy than the learners of low gaming flow experience. Furthermore, on the results of the relationship, the number of reborn in game performance was negatively correlated with vocabulary learning performance, gaming flow experience and self-efficacy. There was a positive correlation between gaming flow experience and self-efficacy, and vocabulary learning performance was positively correlated with the total amount of gold coins and the number of tasks completed. The results of this study can help learners with different cognitive styles and gaming flow experience to improve their learning performance. In addition, researchers can provide a design framework for developing a game-based learning environment in the future.
|Appears in Collections:||[網路學習科技研究所 ] 博碩士論文|
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