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姓名	陳勝明(SHENG-MING CHEN)  查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	探討遊戲化機制、先備知識及性別對日語聽力學習成效、學習動機、學習感知及遊戲成效之影響 (Effects of Gamification, Prior Knowledge and Gender on Japanese Listening Performance, Learning Motivation, Learning Perception and Game Performance)
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摘要(中)	近年來台日交流頻繁，學習日語的人數也年年攀升，顯示日語學習的重要性逐漸增加。日語中雖有許多與中文相似的漢字，但在發音和意思上卻有很大的差異，因此容易造成日語學習者在學習上的混淆，且過去有許多研究發現在日語特殊音(促音、長音及撥音)及濁音對學習者是相當困難的，因此造成學生學習動機低落，故需要一些提升學習動機的策略，例如遊戲化學習。本研究的目的即將遊戲化的積分、提示及獎勵三種元素融入系統設計中，開發一個具有遊戲化機制的日語聽力學習系統，並探討有無遊戲化機制(答題計算機制、即時分數顯示及答題結果畫面)、個體差異(高低先備知識、男女學生)對於學習成效、學習動機、學習感知及遊戲成效之影響，以及各變項之間的相關性。 本研究所開發的日語聽力學習系統以日語特殊音（促音及長音）及濁音為學習內容，選用36個日語能力試驗二級及三級(JLPT N2、N3)範圍內且包含促音、長音及濁音的假名及漢字為目標單字，系統架構為促音（聽音辨識）、濁音（聽音選擇)、長音（聽音拼字）及綜合關卡，並提供包含發音、漢字及圖像之提示輔助工具。本系統架構包含學習區、挑戰區、綜合關卡及遊戲化機制四個模組。學習區、挑戰區及綜合關卡中都可使用提示輔助工具（包含發音、漢字、圖像）來幫助日語單字學習。本系統的遊戲化機制包含答題計算機制、即時分數顯示及答題結果畫面，系統設計上則將日語聽力學習系統設計成有無遊戲化機制。 本研究對象為台灣北部某私立大學44位日語系學生，分為有遊戲化機制組（23人）與無遊戲化機制組（21人）、高先備知識組（23人）與低先備知識組（21人）及男性（21人）與女性（23人）來進行分組。研究工具包含日語學習成效測驗、學習動機量表、學習感知問卷、系統記錄檔。資料分析包含信度分析、成對樣本t檢定、獨立樣本t檢定及Pearson相關。 研究主要結果包含：（1）有無遊戲化機制組學習者的學習成效均有顯著進步，但二組間在日語聽力學習成效的所有項目都沒有顯著差異；（2）有無遊戲化機制組別在測驗焦慮上的學習動機皆會降低；然而二組間在學習動機的所有向度都沒有顯著差異；（3）有無遊戲化機制組的學習者二組間的學習感知沒有顯著差異；（4）在遊戲成效的使用提示次數上無遊戲化機制組均大於有遊戲化機制組，但關卡得到分數上則是有遊戲化機制組高於無遊戲化機制組；（5）高低先備知識組學習者的學習成效均有明顯進步；此外，二組間在整體學習成效的前測與後測、及聽音拼字的後測上，高先備知識組均大於低先備知識組，但是在其他項目上均無顯著差異；（6）高低先備知識組別在測驗焦慮上的學習動機皆會降低；然而二組間在學習動機的所有向度都沒有顯著差異；（7）高低先備知識組的學習者二組間的學習感知沒有顯著差異；（8）長音關卡的遊戲成效上高先備知識組顯著優於低先備知識組；（9）男女的學習者在使用日語聽力學習系統後的學習成效均有明顯進步，但二組間在日語聽力學習成效的所有項目都沒有顯著差異；（10）男女的學習者都能夠有效降低他們在學習動機的測驗焦慮；男性在學習動機中的控制信念上顯著大於女性；（11）男女的學習者二組間的學習感知沒有顯著差異；（12）在遊戲成效上女性的學習者在促音關卡的觀看圖片提示次數及長音關卡的學習區聽取發音次數上顯著高於男性學習者；（13）有無遊戲化機制、高低先備知識及男女之相關性：部分項目呈顯著相關，但二組項目不同。 本研究結果針對不同的遊戲化機制、先備知識及男女的學習者在日語學習上可帶來有效助益。此外，對於教學者、研究者以及系統開發者而言，將可以發展出對應不同遊戲化機制及個體差異的學習者來幫助他們學習日語。
摘要(英)	In recent years, there have been exchanges between Taiwan and Japan, and the number of Japanese language learners have increased every year, indicating the increasing importance of Japanese language learning. Although there are many Han characters in the Japanese language similar to those of Chinese, the pronunciations and meanings greatly vary. Therefore, Japanese language learners are often confused while learning. Past studies have also found that special sounds in the Japanese language (geminate consonants, long vowels, and syllabic nasals) and voiced sounds are quite difficult for leaners, resulting in students’ low learning motivion. Therefore, some strategies to enhance learning motivation are required, such as gamification learning. The purpose of this study is to incorporate the three gamification elements, namely, scores, hints, and rewards into the system design to develop a Japanese listening learning system with a gamification mechanism and explore the impacts of “with or without a gamification mechanism” (answer calculation mechanism, instant score display, and answer result screen), individual differences (high and low prior knowledge and male/female students) on learning performance, learning motivation, learning perception, and game performance, as well as the corelations among the variables. The learning contents of the Japanese listening learning system developed in this study included 36 Katakana and Han characters (geminate consonants, long vowels and voiced sounds) with in the scope of the Japanese Language Proficiency Tests (JLPT N2 and N3). The system structure consists of geminate consonants (speech recognition), voiced sounds (speech choices), long vowels (listening spelling), and mixed special sounds levels. The hints of pronunciation, Han characters, and images were also provided. This system framework covers four modules: learning area, challenge area, mixed special sounds levels, and gamification mechanism. The hints in the above-mentioned learning area, challenge area, and mixed special sounds levels (including pronunciation, Han characters, images) can be used to help in Japanese vocabulary learning.The system gamification mechanisms include: answer calculation mechanism, instant score display, and answer result screen. In terms of system design, the Japanese listening learning system has been designed into “gamification mechanism and non-gamification mechanism”. Forty-four students from the Department of Japanese Studies of a private university in Northern Taiwan were adopted as the research participants. They were divided into the gamification mechanism group (23 people) and non-gamification mechanism group (21 people); high prior knowledge group (23 people), and low prior knowledge group (21 people); male (21 people) and female (23 people). The research tools included Japanese language learning performance test, learning motivation scale, learning perception questionnaire, and system record file. The data analysis included: reliability analysis, paired samples t test, independent samples t test, and the Pearson correlation. The main results included: （1）Significant improvement was seen in the learning performance of learners “gamification mechanism and non-gamification mechanism”, however, both groups showed no significant difference in terms of all the items under Japanese listening learning performance;（2）The learning motivation of the group “with or without a gamification mechanism” in terms of test anxiety was reduced, however, both groups showed no significant difference in terms of all the dimensions under learning motivation;（3）The learning perception of the learners in the two groups of “gamification mechanism and non-gamification mechanism” showed no significant difference;（4）In terms of the number of hints used in game performance, the “without a gamification mechanism” group was greater than the ”with a gamification mechanism” group. However, the “with a gamification mechanism” group was higher than the “without a gamification mechanism” group in terms of points awarded in the level;（5）Significant progress was seen in the learning performance of the learners in the high and low prior knowledge groups. In addition, the high prior knowledge group was higher than the low prior knowledge group in terms of the pretest and posttest of overall learning performance and the posttest of listening spelling. However, no significant difference was seen in other items;（6）The learning motivation of the high and low prior knowledge groups in terms of test anxiety was reduced; however, both groups showed no significant difference in all the dimensions of learning motivation;（7）The learning perception of the learners in the two high and low prior knowledge groups showed no significant difference;（8）In terms of the game performance of the long vowels level, the high prior knowledge group was significantly superior to that of the low prior knowledge group;（9）Significant progress was seen in the learning performance of both male and female learners. However, both groups showed no significance in all the items of the Japanese listening learning performance;（10）The test anxiety under learning motivation was effectively reduced for both the male and learners; the males were significantly greater than the females in terms of control beliefs under learning motivation;（11）The learning perception of both groups of the male and female learners showed no significant difference;（12）In terms of game performance, female learners were significantly higher than the male learners in terms of the number of times of viewing the image hints and the number of times of listening to pronunciations in the learning area under the long vowels level; （13） The corelations of “gamification mechanism and non-gamification mechanism”, “high and low prior knowledge” and “males and females”: It showed a significant correlation in some of the items, but both groups differed. The research results targeting different gamification mechanisms, prior knowledge, and male and female learners effectively bring about benefits in terms of Japanese language learning. Furthermore, as far as teachers, researchers, and system developers ware concerned, different corresponding gamification mechanisms can be developed to assist learners with individual differences to learn the Japanese language.
關鍵字(中)	★ 遊戲化 ★ 個體差異 ★ 先備知識 ★ 性別 ★ 日語聽力成效 ★ 學習動機 ★ 學習感知 ★ 遊戲成效 ★ 日語特殊音(長音、促音) ★ 濁音	關鍵字(英)	★ gamification ★ individual differences ★ prior knowledge ★ gender ★ Japanese listening performance ★ learning motivation ★ learning perception ★ game performance ★ special moras in Japanese (long vowels, double consonants) ★ voiced sound
論文目次	摘要 iv Abstract vi 致謝 x 目錄 xi 圖目錄 xiv 表目錄 xv 第一章 緒論 1 1.1 研究背景與動機 1 1.1 研究目的 5 1.2 研究問題 6 1.3 名詞解釋 7 1.4 研究範圍與限制 9 第二章 文獻探討 10 2.1 日語聽力學習 10 2.1.1 特殊音定義 10 2.1.2 日語聽力的困難點 11 2.2 遊戲化 15 2.2.1 遊戲化機制定義 15 2.2.2 遊戲化在不同學科的應用 15 2.2.3 遊戲化對學習成效的影響 16 2.2.4 遊戲化對學習動機、參與度、滿意度的影響 17 2.2.5 遊戲化對學習感知的影響 18 2.2.6 遊戲化機制 19 2.3 個體差異 28 2.3.1 個體差異定義 28 2.3.2 先備知識 29 2.3.3 性別 31 第三章 系統設計與實作 34 3.1 開發工具 35 3.2 學習內容 35 3.3 系統架構 36 3.4 系統特色 39 3.5 系統操作流程 43 第四章 研究方法 49 4.1 研究設計 49 4.2 研究對象 51 4.3 研究工具 52 4.3.1 日語先備知識測驗 52 4.3.2 遊戲化機制 52 4.3.3 日語學習成效測驗 53 4.3.4 學習動機量表 54 4.3.5 學習感知問卷 54 4.3.6 系統記錄檔 55 4.4 實驗流程 55 4.5 資料處理與分析 56 第五章 研究結果與討論 58 5.1 有無遊戲化機制對日語學習成效、學習動機、及學習感知、遊戲成效之影響 58 5.1.1 有無遊戲化機制對日語學習成效之影響 58 5.1.2 有無遊戲化機制對學習動機之影響 60 5.1.3 有無遊戲化機制對學習感知之影響 62 5.1.4 有無遊戲化機制對遊戲成效之影響 63 5.2 高低先備知識對日語學習成效、學習動機、及學習感知、遊戲成效之影響 65 5.2.1 高低先備知識對日語學習成效之影響 65 5.2.2 高低先備知識對學習動機之影響 67 5.2.3 高低先備知識對學習感知之影響 69 5.2.4 高低先備知識對日語遊戲成效之影響 70 5.3 性別對日語學習成效、學習動機、及學習感知、遊戲成效 71 5.3.1 性別對日語學習成效之影響 71 5.3.2 性別對學習動機之影響 73 5.3.3 性別對學習感知之影響 75 5.3.4 性別對遊戲成效之影響 76 5.4 學習成效、學習動機、學習感知、遊戲成效之相關性分析 78 5.4.1 有無遊戲化機制之相關性分析 78 5.4.2 高低先備知識之相關性分析 85 5.4.3 性別之相關性分析 93 5.5 綜合討論 102 5.5.1 遊戲化機制、先備知識及性別對於學習成效之影響 102 5.5.2 遊戲化機制、先備知識及性別對於學習動機之影響 104 5.5.3 遊戲化機制、先備知識及性別對於學習感知之影響 105 5.5.4 遊戲化機制、先備知識及性別對於遊戲成效之影響 106 5.6 學習成效、學習動機、學習感知、遊戲成效之相關性討論 108 5.6.1 有無遊戲化機制之相關性綜合討論 108 5.6.2 高低先備知識之相關性綜合討論 112 5.6.3 性別之相關性綜合討論 115 第六章 結論與建議 121 6.1 研究結論 121 6.2 研究貢獻 126 6.3 未來工作 127 6.3.1 研究設計改善及建議 127 6.3.2 系統設計改善及建議 129 參考文獻 131 附錄一 日語學習成效測驗 148 附錄二 學習動機量表 150 附錄三 學習感知問卷 154
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指導教授	楊接期	審核日期	2022-11-3
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