探討數位遊戲式學習環境中不同表現目標與不同學習求助情境對大學生英文翻譯技巧的學習成效、遊戲成效、求助行為及學習觀感之影響

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鍾嘉羚(Chia-Ling Chung) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討數位遊戲式學習環境中不同表現目標與不同學習求助情境對大學生英文翻譯技巧的學習成效、遊戲成效、求助行為及學習觀感之影響
(Effects of Different Performance Goal Orientations and Different Help-Seeking Context on University Students′ Learning Performance, Game Performance, Help-Seeking Behavior and Learning Perceptions of English Translation Techniques Learning in Digital Game-based Learning Environment)

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摘要(中)

翻譯人才需要熟悉不同翻譯技巧以使譯文更加精確、精準與通順，以順利傳遞雙方深層的意見，但不同翻譯技巧的學習相當複雜困難，初學者常會感到沮喪，透過數位遊戲式學習（DGBL）能夠有效地提升翻譯技巧的學習成效與學習動機，但不同表現目標在DGBL的學習成果不相同，趨向表現目標會比逃避表現目標的成績來得更好，並且願意挑戰難度較高的學習內容以展現能力，當遇到學習困難時較傾向於願意尋求幫助，而逃避表現可能會避免求助，但不同表現目標在學習系統中面臨無法獨立解決的困難時會採取何種的求助行為，仍尚待更多研究探討。適時的進行求助是改善學習狀況的學習策略，未來面臨高難度問題時具有解決困難的能力，但大部份的學習者沒有具備良好的尋求幫助能力，有避免求助行為，甚至求助具有必要性以及系統提供的工具能夠有效脫離學習困境的情形下，仍會出現避免求助的行為，因此學習者察覺能力及知識的缺乏可能仍不足以趨動尋求幫助的行動。過去有研究指出求助匿名與非匿名可能會影響求助意願，但不同求助情境對於提示工具使用、學習求助傾向及學習成績的影響力尚需更多研究進行證實。本研究透過設計開發一套融入學習求助遊戲特徵的數位遊戲式英文翻譯技巧學習系統，翻譯技巧學習包含一字多義、增詞法、詞性轉換及慣用語，探討在數位遊戲式學習環境中不同表現目標學習者與不同求助情境之下，對於學習成效、遊戲成效、求助行為與學習觀感的影響。
本研究依據受測對象在表現目標導向量表的量測結果，將31位學習者分為趨向表現目標導向15人，逃避表現目標導向16人，再不同表現目標隨機平均分配至不同求助情境，求助記錄公佈組共14人，求助記錄隱藏組共17人，研究工具包含翻譯技巧學習成效測驗、學習求助傾向量表、學習觀感量表與系統記錄檔，實驗時間總長為190分鐘。
本研究主要發現以下6點結果：(1)不同表現目標在四項翻譯技巧前後測皆有顯著進步；不同求助情境之公佈情境在四項翻譯技巧前後測皆有顯著進步，而求助隱藏情境組僅在一字多義無顯著進步，其餘三項翻譯技巧有顯著進步；(2)不同表現目標在慣用語前測與後測有顯著差異，進步分全無差異；不同求助情境在前測、後測、進步分數中皆無顯著差異；(3)與逃避表現目標相比，趨向目標導向願意進行難度較高的增詞法與詞性轉換練習，並且願意花時間在具有挑戰度的L2與L3，答題時也較謹慎；求助公佈情境者在一字多義L2的最高連續答對題數中表現優於求助隱藏情境者；(4)不同表現目標與不同求助情境在遊戲求助行為沒有顯著差異，求助次數皆偏低，甚至當求助具有必要性及有效工具的存在條件皆成立仍不足以趨動尋求幫助；(5)不同表現目標的學習求助傾向有顯著差異，趨向表現目標導的學習求助傾向更趨近於願意求助；不同求助情境的學習求助傾向無顯著差異；(6)不同表現目標的學習觀感整體而言無顯著差異；不同求助情境的學習觀感在有用性與行為意圖有顯著差異，求助公佈情境的評分高於求助隱藏情境。
綜合以上結果顯示，本研究之數位遊戲式英文翻譯技巧學習系統，能夠提升學習者的學習成效，趨向表現者也願意在遊戲中挑戰更高難度的學習內容，另外也從中觀察到不同表現目標與不同求助情境學習者的求助行為與學習觀感，提供研究者未來的研究方向。

摘要(英)

Translation expertise requires familiarity with various translation techniques to make the translation more accurate and fluent, facilitating the seamless exchange of perspectives and ideas between both parties. However, learning various translation techniques is complex and challenging, frequently causing discouragement in novices. Digital Game-Based Learning（DGBL）has proven effective in enhancing the learning performance and motivation for acquiring translation techniques. However, the learning performance of different performance goals in DGBL varies, Individuals with a performance-approach orientation tend to achieve better results compared to those with a performance-avoidance orientation. They are willing to take on more challenging learning content to showcase their abilities and tend to seek help when facing learning difficulties. However, the specific help-seeking behaviors adopted by individuals with different performance goals when facing challenges that cannot be independently resolved in an online learning system remain subjects for further investigation. The impact of different help-seeking contexts on the use of prompting tools, help-seeking tendencies, and learning performance requires additional research for confirmation. Despite the necessity of seeking help and the effectiveness of tools provided by the system, most learners still tend to avoid seeking help. Therefore, learners′ recognition of their lack of skills and knowledge is insufficient to prompt action in seeking help. In this study, we developed a digital game-based learning system for English translation techniques learning including polysemy, amplification, conversion, and cultural equivalent. The research investigates the effects of different performance goal orientations and different help-seeking contexts on university students′ learning performance, game performance, help-seeking behavior and learning perceptions of English translation techniques learning in digital game-based learning environment.
Based on the questionnaire measurement results, 31 participants were categorized into 15 learners with a performance-approach and 16 learners with a performance-avoidance. Subsequently, they were randomly and evenly assigned to different help-seeking contexts: 14 learners with published help-seeking records and 17 learners with hidden help-seeking records. The research instruments included a translation techniques test, a help-seeking tendencies questionnaire, a learning perceptions questionnaire, and system log. The duration of the experiment was 190 minutes.
The main following findings of the study were: (1) Different performance goals showed significant improvement in all four translation techniques in both pre-test and post-test. The published help-seeking context exhibited significant improvement in all four translation techniques in both pre-test and post-test, while the hidden help-seeking context group only showed significant improvement in three translation techniques except polysemy. (2) There were significant differences in the pre-test and post-test scores for cultural equivalent among different performance goals, but there was no difference in improvement scores. No significant differences were found among different help-seeking contexts in pre-test, post-test, or improvement scores. (3) Compared to performance-avoidance, learners with performance-approach were more willing to engage in higher difficulty practice such as amplification and conversion. Participants in the published help-seeking context performed better in the highest consecutive correct answers for polysemy L2 compared to those in the hidden help-seeking context. (4) There is no significant difference in game help-seeking behavior between different performance goals and different help-seeking contexts. Tool usage remains consistently low, even when the conditions for seeking help, such as the necessity to seek help and the availability of effective tools, are met; it is still insufficient to prompt seeking help. (5) There were significant differences in the learning help-seeking tendencies among different performance goals, with learners with performance-approach showing tending to willingness to seek help. However, there were no significant differences in learning help-seeking tendencies among different help-seeking contexts. (6) There were no significant differences in the learning perceptions among different performance goals. In different help-seeking contexts, there were significant differences in usefulness and intention.
In conclusion, the results indicate that the digital game-based learning system for English translation techniques learning effectively enhances learners′ learning performance. Additionally, observations regarding game performance, help-seeking behavior and learning perceptions with different performance goals and in different help-seeking contexts provide valuable insights for future research.

關鍵字(中)

★ 數位遊戲式學習
★ 英文翻譯技巧
★ 表現目標
★ 求助情境
★ 求助行為
★ 學習觀感

關鍵字(英)

★ Digital Game-Based Learning
★ English translation techniques
★ Performance goals
★ Help-seeking context
★ Help-seeking behavior
★ Learning perceptions

論文目次

摘要 i
Abstract iii
致謝 vi
目錄 vii
圖次 xi
表次 xiv
第一章　緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
1.3 研究問題 3
1.4 名詞釋義 4
第二章　文獻探討 7
2.1 數位遊戲式學習 7
2.2 翻譯技巧學習 9
2.3 表現目標導向 11
2.4 學習求助 14
2.4.1 學習求助行為 15
2.4.2 學習求助傾向 18
2.4.3 學習求助與線上學習 19
2.4.4 學習求助與表現目標導向 21
2.5 文獻探討總結 22
第三章　系統設計與實作 25
3.1 開發工具 25
3.2 學習內容 26
3.3 數位遊戲式學習學習求助設計理念 27
3.4 系統架構 32
3.4.1 工具導覽 38
3.4.2 個人學習區 40
3.4.3 個人練習區 41
3.4.4 同儕對戰區 45
3.4.5 求助提示工具 49
3.4.6 排行榜 61
3.5 系統操作流程 63
第四章　研究方法 72
4.1 研究設計 72
4.2 研究對象 74
4.3 研究工具 74
4.3.1 表現目標導向量表 74
4.3.2 學習求助傾向量表 75
4.3.3 翻譯技巧學習成效測驗 76
4.3.4 學習觀感問卷 76
4.3.5 系統記錄檔 77
4.4 實驗流程 81
4.5 資料處理與分析 83
4.5.1 信度分析（Reliability Analysis） 83
4.5.2 集群分析法（Cluster Analysis） 84
4.5.3 魏克生符號檢定（Wilcoxon Signed-Rank Test） 84
4.5.4 曼-惠特尼U檢定（Mann-Whitney U test） 84
第五章　研究結果與討論 86
5.1 不同表現目標與不同學習求助情境的學習者，學習成效是否有差異 86
5.2 不同表現目標與不同學習求助情境的學習者，遊戲成效是否有差異 90
5.2.1 不同表現目標與不同學習求助情境的學習者，「學習類」的遊戲成效是否有差異 90
5.2.2 不同表現目標與不同學習求助情境的學習者，「練習類」的遊戲成效是否有差異 93
5.2.3 不同表現目標與不同學習求助情境的學習者，「對戰類」的遊戲成效是否有差異 104
5.2.4 不同表現目標與不同學習求助情境的學習者，「輔助類」的遊戲成效是否有差異 109
5.3 不同表現目標與不同學習求助情境的學習者，求助行為是否有差異 112
5.3.1 不同表現目標與不同學習求助情境的學習者，在遊戲中的學習求助行為是否有差異 112
5.3.2 不同表現目標與不同學習求助情境的學習者，學習求助傾向是否有差異 115
5.4 不同表現目標與不同學習求助情境的學習者，學習觀感是否有差異 119
5.5 綜合討論 123
5.5.1 不同表現目標與不同學習求助情境的學習者，學習成效是否有差異 123
5.5.2 不同表現目標與不同學習求助情境的學習者，遊戲成效是否有差異 124
5.5.3 不同表現目標與不同學習求助情境的學習者，求助行為是否有差異 126
5.5.4 不同表現目標與不同學習求助情境的學習者，學習觀感是否有差異 127
第六章　結論與建議 129
6.1 研究結論 129
6.1.1 不同表現目標與不同學習求助情境的學習者，學習成效是否有差異 129
6.1.2 不同表現目標與不同學習求助情境的學習者，遊戲成效是否有差異 130
6.1.3 不同表現目標與不同學習求助情境的學習者，求助行為是否有差異 131
6.1.4 不同表現目標與不同學習求助情境的學習者，學習觀感是否有差異 132
6.2 研究貢獻 132
6.3 研究限制與未來工作 134
6.3.1 研究限制 134
6.3.2 未來工作 134
參考文獻 137
附錄一研究參與者知情同意書 146
附錄二翻譯技巧學習教材 147
一字多義 147
增詞法 151
詞性轉換 155
慣用語 160
附錄三翻譯技巧四選一測驗題庫 165
一字多義 165
增詞法 168
詞性轉換 172
慣用語 177
附錄四翻譯技巧學習前測 180
附錄五翻譯技巧學習後測 188
附錄六表現目標導向量表 195
附錄七學習求助傾向量表 197
附錄八學習觀感問卷 198

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2024-1-19

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