| 摘要: | 成就目標中以展現能力或避免表現出能力不佳作為達成目標的方式，前者為趨向表現目標導向，後者為逃避表現目標導向，學習者的目標導向會影響其設置成就目標的方式與對於學習機會的態度。此外，過去研究發現自我效能以及害怕失敗皆影響學習者在任務中的表現目標採取。雖然過去有許多研究探討表現目標對學習的影響，但鮮少有研究針對數位遊戲式學習進行探討，更少有研究探討翻譯技巧結合數位遊戲式學習。因此，本研究將不同表現目標導向之學習者的特徵融入遊戲設計，開發了一個數位遊戲式學習系統以輔助大學生學習翻譯技巧，學習者除了能在遊戲中透過題目進行翻譯技巧之練習，亦能與同儕進行對戰。本研究將數位遊戲式學習應用於翻譯技巧學習，探討不同表現目標導向學習者的學習成效、遊戲成效與學習觀感，並分析其表現目標採取是否與自身的表現目標導向相符，並進一步分析表現目標、自我效能、害怕失敗、學習成效與遊戲成效之關聯。
研究主要結果包含以下五點：(1)使用本研究開發的翻譯技巧學習遊戲後，不同表現目標導向之學習者，皆在翻譯技巧學習成效上有顯著進步。(2)在數位遊戲式學習環境中，只有在同儕對戰區的遊戲成效差異上，趨向表現目標導向之學習者其一字多義翻譯技巧下的平均答對題數，顯著優於逃避表現目標導向之學習者，其餘皆呈現無顯著差異。因此，可知大多數趨向表現目標導向之學習者並無表現出趨向表現目標之特徵；而逃避表現目標導向之學習者也並無表現出逃避表現目標之特徵。(3)在學習成效的預測方面，趨向表現目標之學習者的最高對戰分數為正向指標；逃避表現目標之學習者的最高練習分數為正向指標。(4)逃避表現目標之學習者的趨向與逃避表現目標對自我效能皆呈正相關並且相互具預測力。(5)不同表現目標導向之學習者，普遍認為本系統容易使用並期待將此系統應用於學校課程中，且可以借助本系統來提高翻譯技巧的能力與學習興趣。本研究的結果有助於了解不同表現目標導向之學習者在遊戲中對於表現目標採取，因此對教學者、研究者以及設計者而言，將可以選擇更為合適的方式來輔助學習者學習翻譯技巧。
;Achievement goals are based on demonstrating ability or avoiding poor performance as a way to achieve the goal. The former is the oriented approach performance goal, the latter is the avoidance performance goal. The goal orientation of learners will affect the way in which achievement goals are set and their attitude toward learning opportunities. In addition, past studies have found that self-efficacy and fear of failure both affected learners′ performance goals in tasks. Although there have been many studies in the past explored the impacts of performance goals on learning, few studies have focused on digital game-based learning, and few studies combined translation techniques with digital game-based learning. Therefore, in this study, the characteristics of learners with different performance goals were integrated into game design, and a digital game-based learning system was developed to assist university students in learning translation techniques. In addition to the practice of translation techniques through questions in the game, learners can also compete with their peers. This study applied digital game-based learning to translation techniques learning, and explored different performance goal-oriented learners′ learning performance, game performance, and learning perception, and analyzed whether their performance goal adoption was consistent with their own performance goal orientation, and further analyzed the relationship between performance goals, self-efficacy, fear of failure, learning perception, learning performance and game performance.
The main results of the study include the following five points: (1) After using the translation techniques learning game developed in this study, learners with different performance goal orientations have made significant progress in the study of translation techniques. (2) In the digital game-based learning environment, there was only a difference found in the game performance of peer competetion area, i.e., performance-approach learners performed better than performance-avoidance learners on the average number of correct answers in the translation technique of synonymy. The rest game performance showed no significant difference. Therefore, most learners who were performance-approach learners did not show the characteristics of performance-approach goal-oriented; and learners who were performance-avoidance learners did not show the characteristics of performance-avoidance goal-oriented. (3) In terms of prediction of learning performance, the highest competetion score of performance-approach learners was a positive indicator; the highest practice score of performance-avoidance learners was a positive indicator. (4) Both performance-approach and performance-avoidance of performance-avoidance learners were positively correlated to self-efficacy. (5) Learners with different performance goal orientations generally believed that this system was easy to use and expected to apply this system to school curricula, and could use this system to improve their translation techniques and learning interests. The results of this study can help to understand the adoptions of learners with different performance goal orientations in the game, so that teachers, researchers and designers can choose a more appropriate way to assist learners to learn translation techniques. |
