探討不同獎懲機制對數位遊戲式英語單字學習的學習成效、遊戲成效、學習動機、學習觀感、科技接受度與行為模式之影響;Effects of different reward and punishment mechanisms on learning performance, game performance, learning motivation, learning perception, technology acceptance and behavior patterns of digital game-based English vocabulary learning

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/92817

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/92817

Title:	探討不同獎懲機制對數位遊戲式英語單字學習的學習成效、遊戲成效、學習動機、學習觀感、科技接受度與行為模式之影響;Effects of different reward and punishment mechanisms on learning performance, game performance, learning motivation, learning perception, technology acceptance and behavior patterns of digital game-based English vocabulary learning
Authors:	林庭宇;Lin, Ting-Yu
Contributors:	網路學習科技研究所
Keywords:	數位遊戲式學習;獎懲機制;英語單字學習;學習成效;遊戲成效;學習動機;學習觀感;科技接受度;digital game-based learning;reward and punishment mechanisms;English vocabulary learning;learning performance;gaming performance;learning motivation;learning perception;technology acceptance
Date:	2023-08-05
Issue Date:	2023-10-04 16:11:16 (UTC+8)
Publisher:	國立中央大學
Abstract:	在全球化的浪潮下，英語是現今的國際語言，也是諸多國家所採用的官方語言，許多非英語系國家更將英語納入國民基礎教育中。其中單字為英語學習的基礎與重要的元素，學習者在學習英語單字時，多採取死記、死背的方式，使得學習過程無趣甚至感到痛苦。過去許多研究採用數位遊戲式學習來幫助學習者學習英語單字，因DGBL具有挑戰性、回饋性、娛樂性等特性，將學習融入遊戲中，讓學習者感到有趣。其中獎懲機制的設計可能對學習者產生不同的影響，過去研究指出DGBL中的獎勵機制能增進學生的學習動機，有助於其英文單字學習成果。而懲罰機制會使學生感到氣餒，變得不積極，進而降低學習成效。當學習者答對題目或完成任務就能獲得獎勵，反之，若答錯題目或未能達成任務就會受到懲罰。遊戲中的獎勵能使學習者感到愉悅，進而持續學習，促使學習者重複所期望的行為，而學生會害怕被懲罰，出現逃避行為，影響其學習動機。因此，本研究結合遊戲獎懲機制與學習內容的獎懲機制，融入數位遊戲式學習中，自行開發英文單字學習系統，在學習過程中獲得金幣，以利購買卡牌進行戰鬥。本研究主要目的為探討獎懲機制對學習成效、遊戲成效、學習動機、學習觀感與科技接受度的影響，進一步探討不同獎懲機制下對學習者英文單字學習成效、遊戲成效、學習動機、學習觀感與科技接受度之間的相關性。本研究對象共42位台灣學生，分為實驗組(學習與遊戲獎懲，21人)和控制組(遊戲獎懲，21人)，研究工具包括英語學習成效測驗卷、學習動機量表、學習觀感量表、科技接受度量表及系統紀錄檔。本實驗總計花費約100分鐘，在測驗開始前，受測者須填寫英文學習成效測驗卷及學習動機量表，填寫時間15分鐘，接著進行英文單字學習系統操作說明約10分鐘，然後讓受測者玩遊戲40分鐘，最後進行40分鐘後測填寫，包括英文學習成效測驗卷、學習動機量表、學習觀感量表、科技接受度量表的填寫。本研究採用無母數分析和滯後序列分析(LSA)來探討學習者在不同獎懲機制下的相關性與影響。本研究結果主要為：(1)不同獎懲機制下的學習者在使用本研究系統後，在英語單字學習成效的前、後測與進步分數上皆有類似的學習成效；(2)實驗組比控制組在學習區測驗累積答對題數上有較好的遊戲成效；(3)控制組使用本系統後，其學習動機高於實驗組，且學習動機之進步分數高於實驗組；(4)不同獎懲機制的學習者在使用本系統後，皆有類似的學習觀感及科技接受度；(5)不同獎懲機制之相同行為轉移的部分，在遊戲行為方面，遊戲之相互轉移之行為最多；在學習行為方面，學習之相互轉移之行為最多；在輔助行為方面，輔助之相互轉移之行為最多。而不同獎懲機制之相異行為轉移部份，在學習行為方面，僅實驗組具學習與學習行為之轉移；而在遊戲行為與輔助行為方面，實驗組與控制組無相異行為轉移。本研究結果有助於提供未來數位遊戲式學習結合語言學習的研究者，在設計遊戲中的獎懲機制時之參考，且本研究所開發的「英語單字學習系統」亦能提供未來教學者使用，可應用不同獎懲機制於不同的教學環境中。;In the wave of globalization, English has become the current international language and is widely adopted as an official language in many countries. It is even included in the basic education curriculum of non-English-speaking nations. Vocabulary is a fundamental and essential element in learning English. However, many learners find the process of memorizing and reciting English words tedious and even painful. In the past, digital game-based learning (DGBL) has been used to assist learners in acquiring English vocabulary. DGBL incorporates challenging, feedback-driven, and entertaining elements, making the learning experience more enjoyable for learners. The design of reward and punishment mechanisms in DGBL can have different effects on learners. Previous research has indicated that the reward mechanisms in DGBL enhance students′ learning motivation and contribute to their English vocabulary acquisition. On the other hand, punishment mechanisms can demoralize students, make them less proactive, and consequently decrease their learning outcomes. In DGBL, learners are rewarded for answering questions correctly or completing tasks, while they are punished for answering incorrectly or failing to achieve objectives. The presence of rewards in games elicits a sense of pleasure in learners, encouraging them to continue learning and reinforcing desired behaviors. Conversely, students tend to fear punishment, leading to avoidance behavior and affecting their learning motivation. Therefore, this study integrates game-based reward and punishment mechanisms with learning content′s reward and punishment mechanisms, incorporating them into a digital game-based learning environment. An English vocabulary learning system was developed, where learners earn coins during the learning process to purchase cards for battles. The main objective of this research is to investigate the effects of reward and punishment mechanisms on learning outcomes, game performance, learning motivation, learning perception, and technology acceptance. Furthermore, the study aims to explore the correlations among learning outcomes, game performance, learning motivation, learning perception, and technology acceptance under different reward and punishment mechanisms. The participants of this study consisted of 42 Taiwanese students, who were divided into an experimental group (learning and gaming of reward and punishment, 21 participants) and a control group (gaming of reward and punishment, 21 participants). The research instruments included an English learning performance test, a learning motivation scale, a learning perception scale, a technology acceptance scale, and system log files. The entire experiment took approximately 100 minutes. Prior to the test, participants were required to complete the English learning performance test and the learning motivation scale, which took approximately 15 minutes. Then, they received a 10-minute instructional session on operating the English vocabulary learning system. Subsequently, participants played the game for 40 minutes. Finally, a post-test session of 40 minutes was conducted, during which participants completed the English learning performance test, the learning motivation scale, the learning perception scale, and the technology acceptance scale. Non-parametric analysis and Lag Sequential Analysis (LSA) were employed to investigate the correlations and effects of learners under different reward and punishment mechanisms. The main results of this study are as follows: (1) Learners under different reward and punishment mechanisms demonstrated similar learning outcomes in terms of pre-test, post-test, and improvement scores in English vocabulary learning after using the system which was developed in this study. (2) The experimental group outperformed the control group in terms of cumulative correct answers on the learning area test, indicating better game performance. (3) The control group exhibited higher learning motivation than the experimental group after using the system, and their improvement scores in learning motivation were higher than those of the experimental group. (4) Learners under different reward and punishment mechanisms had similar perceptions of the learning system and technology acceptance after using it. (5) Regarding behavior transfer, the most frequent transfer occurred in game behaviors, followed by learning behaviors and auxiliary behaviors. In terms of behavior transfer between different reward and punishment mechanisms, only the experimental group exhibited transfer between learning behaviors, while no significant differences were observed in game behaviors and auxiliary behaviors between the experimental and control groups. The findings of this study provide valuable insights for future researchers in the field of digital game-based learning and language learning when designing reward and punishment mechanisms in games. Additionally, the developed "English Vocabulary Learning System" in this study can be utilized by educators in various instructional settings, allowing for the application of different reward and punishment mechanisms.
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