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姓名	朱修義(Hsiu-yi Chu)  查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	英文單字樂園：強化系統設計與實作及初步測試 (Vocabulary playground：Enhancing system design and implementation, and trial test)
檔案	[Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 (2027-1-1以後開放)
摘要(中)	英語已成為國際上不可或缺的語言，因此教育部也將學習英語納入「十二年國民基本教育課程綱要」，並將其實行在各個不同的學習階段。而要將一門語言學習好最基本的就是學習詞彙，這是因為詞彙是語言組織與學習最基本的元素。除此之外，詞彙也是思想、情感和表達的主要媒介，而且人們可以透過詞彙來瞭解彼此要表達的意思。因此，學習英語詞彙至關重要，但是學習英語詞彙對於將英語作為第二外語學習的學習者來說是困難的。這是因為，傳統地紙本教學方式會讓學習者採用死背硬記的方式學習英語詞彙，這種學習方式不僅是被動的而且也會使學習者感到無聊，因此降低了學習者的學習興趣和成效。而且，還有可能會造成學習者對學習英語感到厭煩。為了解決這些問題，過去的研究發現，數位遊戲式學習不僅可以幫助學習者提升學習成效與學習動機。這是因為數位遊戲式學習中包含了許多媒體元素，而這些元素可以吸引學習者的注意力，因此，過去有許多研究將數位遊戲式學習與乏味地英語詞彙學習結合在一起，藉此達到學習的目標。也因為如此，本研究開發了一套基於興趣驅動創造者理論的數位英文單字學習平台，名為『英文單字樂園』(Vocabulary Paradise)來幫助國小學生學習英文單字。本研究在台中某國小對共 29 位國小學童進行實驗，經過資料分析後，研究結果顯示，不論是高先輩或者低先備學習者在使用英語單字樂園後的英文單字聽力方面皆有顯著地提升，然而對於低先備的學生而言，在聽力、英文單字連連看以及英語單字測驗卷的測驗總分皆有顯著的提升，相對於高先備學生在聽力有顯著進步之外，發現在連連看的部分系統對低先備學生也有幫助，經過曼威特寧 U 檢定也可以發現，高低先備者在進步分數上具備顯著差異，低先備者顯著的高於高先備者。除此之外，在問卷訪談的結果顯示，學習者們表明他們對於系統中所提供的排行榜與紙娃娃功能感到滿意。此研究對系統功能的質性研究以及對於使用系統前後的學習成效的量化分析結果，可供未來的研究者在進行數位遊戲式學習系統設計上，提供一個參考，以協助未來的實驗者提供一個設計實驗的方向。
摘要(英)	English has become an indispensable language globally, so the Ministry of Education hasincluded the study of English in the "12-Year Basic Education Curriculum" and implemented itat all levels of learning. The most fundamental part of learning a language is vocabulary becausevocabulary is the essential element of language organization and education. In addition,vocabulary is the primary medium of thought, emotion, and expression, and it is also howpeople understand each other′s meanings. Therefore, learning English vocabulary is crucial, butlearning English vocabulary can be complex for learners learning English as a second foreignlanguage. This is because the traditional paper-based approach allows learners to learn Englishvocabulary by rote, which is passive and dull, thus reducing interest and effectiveness.Moreover, it may cause learners to become bored with learning English. To address these issues,past research has found that digital game-based learning helps learners be more effective andmotivated to learn. This is because digital game-based learning includes many media elementsthat capture learners′ attention. Therefore, many studies have combined digital game-basedknowledge with tedious English vocabulary learning to achieve learning goals. For this reason,this study developed a digital English vocabulary learning platform based on interest-drivencreator theory called Vocabulary Paradise to help elementary school students learn Englishvocabulary.This study was conducted in a Taichung elementary school with a total of 29 elementary schoolchildren. After analyzing the data, the study results showed that both high and low achieversshowed significant improvement in listening skills after using the English Vocabulary Paradise.In addition to the substantial improvement in listening skills, it was also found that the readingseries system was helpful to the low-prepared students. In addition, the results of thequestionnaire interviews showed that the learners were satisfied with the leaderboard and paperdoll features provided in the system. The qualitative study of the system functions and the iiiquantitative analysis of the learning outcomes before and after using the system can provide areference for future researchers in designing digital game-based learning systems and helpfuture experimenters offer a direction for their design experiments.Keywords: English vocabulary learning, digital game-based learning, interest-driven creatortheory
關鍵字(中)	★ 英語詞彙學習 ★ 數位遊戲式學習 ★ 興趣驅動創造者理論	關鍵字(英)
論文目次	摘要...................... ii 圖目錄.................. v 表目錄................. vi 第一章 緒論........1 1-1 研究背景與動機..............................................1 1-2 研究目的..........................................................2 1-3 測試觀察重點..................................................2 1-4 名詞解釋..........................................................2 第二章 文獻探討4 2-1 數位遊戲式學習..............................................4 2-2 數位遊戲式英語單字學習.............................6 2-3「興趣驅動創造者」理論─創造環...............7 三、系統設計與實作.....................................................9 3-1 系統簡介..........................................................9 3-2 系統環境架構...............................................11 3-3 主題與單字分級制度...................................11 3-4 園區地圖.......................................................13 3-4-3 學習活動系統...........................................16 3-5 字卡系統.........................................................16 3-6 金幣系統........................................................20 第四章 系統初步觀察測試設計.................................22 4-1 觀察測試設計...............................................22 4-2 觀察測試對象.............................................22 4-3 觀察測試工具.............................................23 4-3-1 園區主題...................................................23 4-3-2 問卷.24 4-3-4 系統紀錄檔................................................25 4-3-5 訪談26 4-3-6 英語認字測驗卷.......................................26 4.4 系統初步測試與觀察流程...........................27 4.4.1 學習活動前導階段...................................27 4.4.2 學習活動正式進行階段...........................28 4.5 資料分析工具...............................................28 第五章 系統初步測試.................................................29 5-1 全體學生學習成效之系統初步測試探討....29 5-1-1 全體學生學習成效之系統初步測試探討30 iv 5-1-2 高先備知識學習成效...............................30 5-1-3 低先備知識學習成效...............................31 5-1-4 高低先備學習成效組間比較...................31 5-2 系統遊戲功能................................................32 5-2-1 整體學生系統遊戲功能偏好....................32 5-2-2 高低學生系統功能使用偏好分析............34 5-2-3 學習系統功能使用次數探究....................34 5-4 學生訪談結果...............................................35 訪談題目 1. 你最喜歡系統的那個功能?為什麼？....................................................35 訪談題目 2. 你最不喜歡系統的那個功能? ......37 訪談題目 3. 你希望這個系統未來可以增加甚麼東西...............................................38 第六章 結論與建議.....................................................40 6-1-1 系統貢獻：初步探討系統與活動設計對增進英語單字學習成效、自我調節學 習、興趣之初步測試及其設計有效性及系統實作......................................................40 6-2 學習問卷初步觀察探討.................................41 整體學生問卷初探...............................................41 6-1-3 探討不同單字先備能力的學生使用『英文單字樂園』後,學生偏好使用的系 統功能為排行榜與具備創造元素的功能...........42 6-2 研究限制........................................................42 6-3 未來展望........................................................42 參考資料............44 附錄一、問卷....47 附錄二、英語單字能力測驗卷...................................49 附錄三、本研究使用單字表及其分類分級...............50 附錄四、系統完整流程圖...........................................84 圖 1 趣創者理論三個核心概念 引自(Chan et al., 2018a; Chan et al., 2018b) ......8 圖 2 系統循環示意圖..................................10 圖 3 英文單字樂園系統架構圖(上色部分為本研究延伸部分) .........................11 圖 4 爬蟲圖片示意......................................12 圖 5 單字分類流程圖..................................13 圖 6 園區地圖-新舊比較(左為現在畫面、右為系統歷史畫面) .......................14 圖 7 建築物升級示意圖..............................15 圖 8 關卡選擇之系統畫面-左為本研究，右為先前研究...................................16 圖 9 學習活動流程圖..................................16 圖 10 英文單字樂園練習步驟...................17 圖 11 單字挑選畫面挑選字卡圖片............18 圖 12 圖片挑選功能系統畫面繪製風格底圖.......................................................18 圖 13 繪製風格底圖系統畫面....................19 圖 14 字卡選擇畫面....................................19 圖 15 遊戲功能示意圖................................20 圖 16 物品商店-角色商店(由左至右) .....21 圖 17 卡片數量排行榜................................21 圖 18 觀察設計進行架構............................22 圖 19 Hidi 興趣發展四階段圖(Hidi & Renninger, 2006)....................................24 圖 20 觀察測試流程，如圖所示，觀察測試共分為三個階段...........................27 圖 21 學生使用遊戲功能占比圓餅圖，可以看出學生最常使用的功能為排行榜 ....34 vi 表目錄 表 1 系統功能沿革表..................................10 表 2 島嶼分類與對應場所..........................23 表 3 自我調節學習問卷..............................25 表 4 系統記錄檔..........................................25 表 5 系統訪談..............................................26 表 6 英語認字測驗卷結構..........................26 表 7 進步分數-組間比較............................29 表 8 學習成效-整體學生-敘述性統計......30 表 9 學習成效-高先備組-敘述性統計......31 表 10 學習成效-低先備組-敘述性統計(N=16) ...................................................31 表 11 學習成效-組間比較..........................32 表 12 整體學生(N=29)系統功能-描述性統計.....................................................33 表 13 整體學生遊戲行為使用次數與佔比..........................................................33 表 14 系統遊戲功能-敘述性統計結果......34 表 15 學習系統功能....................................34 表 16 最喜歡功能人數統計........................36 表 17 最不喜歡功能統計............................38 表 18 本研究與先前研究之異同................40 表 19 整體學生-敘述性統計......................41 表 20 低先備學生-敘述性統計(n=16) ......41 表 21 高先備學生-敘述性符號檢定..........42
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指導教授	陳懷德(Tai-Wai Chan)	審核日期	2022-1-18
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