從認知風格探討網路遊戲式英語詞彙學習之影響;The Influences of Cognitive Styles in the Context of Online Game-based English Vocabulary Learning

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Title:	從認知風格探討網路遊戲式英語詞彙學習之影響;The Influences of Cognitive Styles in the Context of Online Game-based English Vocabulary Learning
Authors:	王前權;Wang, Chien-Chuan
Contributors:	網路學習科技研究所
Keywords:	英語學習;詞彙學習;網路遊戲式學習;認知風格;English learning;vocabulary learning;online game-based learning;cognitive style
Date:	2024-01-27
Issue Date:	2024-03-05 17:54:46 (UTC+8)
Publisher:	國立中央大學
Abstract:	數位遊戲式學習有許多正面的學習影響，它被廣泛地應用於英語詞彙的英語學習，因為它不僅蘊含數位學習的本質，更包含趣味與競爭等遊戲元素，能夠降低學習英語詞彙時的無趣，進而提昇學習者的積極性。因此，本研究取其優點，開發了一個網路遊戲式英語詞彙學習系統，該系統具備兩個主要的特點：(1) 藉由網路在跨平台的載具執行程式，再運用此程式產生即時回饋；(2) 採取創新的拖曳方式來輸入字母，這種方式不但可以增加趣味性，更可以讓學習者不受答題順序之限制，自由組合字母，這種自由組合與學習者的資訊組織有關，而認知風格會影響資訊組織處理的模式，不同認知風格學習者偏好使用不同方式處理資訊。由此可知，認知風格是一個影響學習的關鍵因素，因此本研究從認知風格的角度探討網路遊戲式英語詞彙學習系統的學習影響，實驗對象為桃園某大學之碩士生，研究的問題包括學習表現、學習獎勵、學習偏好、學習行為與相關性分析。本研究的結果表示，整體型與序列型學習者在網路遊戲式英語詞彙學習系統裡有一些學習上的相似與差異。在相似的方面，他們在學習表現與學習獎勵的結果沒有顯著差異。另一方面，他們在學習行為、學習偏好與相關性分析卻出現了差異，序列型學習者的各個關卡提示總分顯著高於整體型學習者，此發現表明，序列型學習者較偏好使用鷹架提示功能。在連線遊戲方面，序列型學習者比整體型學習者更頻繁地使用中文例句提示，這表明了前者比後者更依賴中文提示。再從行為序列分析來看，整體型學習者為任務導向，針對任務的需求來選擇提示工具，在遭遇錯誤時會依當時遊戲關卡的狀況，選擇不同的提示。反之，序列型學習者集中使用提示工具，在答題錯誤超過系統的限制時，才會選擇其他提示。序列型學習者在遭遇答題的錯誤時，也傾向於選擇第一個中文提示，這項發現表明，提示的順序影響他們的選擇，而整體型的學習者則無此行為，較不受順序的影響。因此，在系統的設計方面，可以利用這個特點來安排系統的提示順序。除此之外，過去的研究指出，整體型學習者慣於採用由上而下 (Top-down) 的模式，這是整體到局部的學習方式，序列型學習者慣於採用由下而上 (Bottom-up)的模式，這是局部到整體的學習方式。然而，本研究發現，在連線遊戲關卡，整體型學習者先選擇單字提示，這是代表局部的提示，之後他們再選擇中文例句提示，這是代表整體的提示，換句話說，他們採用局部到整體的方式。反之，序列型學習者先選擇代表整體的中文例句提示，再選擇代表局部的單字提示，採用從整體到局部的方式。更具體地說，整體型與序列型學習者在新的網路遊戲環境互動時，改變了慣用的學習方式。在相關性分析方面，學習者若是使用較少字首字尾提示，則遊戲分數較高，反之，學習者若是使用較多字首字尾提示，則遊戲分數較低。另一方面，學習者使用越多的語音提示，則花費的遊戲時間也越多。除此之外，整體型的學習者使用越多的中文提示，花費的遊戲時間則越久，但並非每次遊戲的中文提示都有顯著正相關，序列型的學習者，使用中文提示次數與遊戲時間沒有顯著的相關性。總而言之，這項研究的實驗有助於更深入地瞭解不同認知風格在學習英語詞彙的學習行為與學習偏好，進而對於改善學習方式有所幫助。因此，本研究的貢獻在於，對於研究者、系統設計者與教育界的師生們，在不同認知風格的英語詞彙學習方面有更全面地瞭解，進而促進網路遊戲式英語詞彙學習的發展。 ;Digital game-based learning has many positive impacts because it not only contains the essence of digital learning, but also has the game elements, such as fun and competition, thereby reducing the boredom of learning English vocabulary and hence improving learners’ motivation. Therefore, digital game-based learning is widely used to support English learning, especially English vocabulary. Therefore, this study takes its advantages and proposed an online game-based English vocabulary learning system. This system has two major features: (1) carrying out the program via Internet to have an instant feedback; (2) adopting an innovative method by dragging each alphabetic letter as an input for a new word, which can not only increase the fun, but also allow learners to freely combine letters without being restricted by the sequence when answering questions. This free combination is related to the learners’ abilities in organizing information, and the process of organizing information is linked to the individuals’ cognitive styles. Learners with different cognitive styles tend to process information in different ways. Furthermore, if the system can provide suitable scaffolding instruction according to different learners′ information processing approaches, it will help learners overcome learning obstacles and improve learning effectiveness. Therefore, cognitive style is a key factor affecting student learning. Given the critical influences of cognitive styles and the lack of literature examining the impacts of cognitive style on game-based English vocabulary learning, there is a need to fill this research gap. More specifically, this study utilizes this system for an empirical study. The experimental subjects are master students from a university in Taoyuan. The impact of the online game-based English vocabulary learning system is explored from a cognitive style perspective, including learning performance, learning rewards, learning preferences, learning behaviors and the analysis of its correlation. According to the results of this study, there were some similarities and differences between holists and serialists when they interacted with the online game-based English vocabulary learning system. In the aspects of similarities, holists and serialists demonstrated similar learning performance and learning rewards. On the other hand, in the aspects of differences between these two cognitive styles, serialists obtained significantly higher hint scores at each level than holists. This finding suggested that serialists preferred to use the scaffolding hints. In the connecting game, serialists more frequently used Chinese sentence hints than holists, which indicates that the former depend more on Chinese hints than the latter. In addition, results from the lag sequential analysis showed that holists were task-oriented and selected the hints according to the needs of the task. When encountering an error, holists selected different hints based on the game level at that time. In contrast, serialists used hints intensively, selecting other options only when their errors to the questions exceeded the allowed limits. Serialists also tended to select the first Chinese hints when they gave wrong answers. This finding suggested that the order of the hint affected the choices of serialists whereas holists did not exhibit this behavior. Therefore, such findings can be used to arrange the hint order based on the learners’ preference. Furthermore, the results also showed that learners may change their original learning approaches when facing new learning environments. For example, in online game levels, holists firstly chose word hints and then to choose Chinese example sentence hints. In other words, they started from a small scope. Conversely, serialists first chose Chinese example sentence hints, and then to choose single-word hints. In other words, they started from a large scope. More specifically, holists tended to use a top-down learning approach whereas serialist preferred to use a bottom-up learning approach. However, holists and serialists changed their habitual way of learning when interacting with a new online game environment. In terms of correlation analysis, learners who used fewer initial and final letter hints tended to achieve higher game scores; conversely, those who used more initial and final letter hints tended to have lower game scores. On the other hand, learners who used more voice hints tend to spend more time playing the game. Additionally, holists who used more Chinese hints tended to spend a longer time on the game. However, not every instance of using Chinese hints in the game showed a significant positive correlation. For serialists, there is no significant correlation between the frequency of using Chinese hints and the game duration.　 All in all, this study can help to gain a deeper understanding of the learning behaviors and learning preferences of different cognitive style groups in learning English vocabulary, thus helpful in improving the learning approaches. Therefore, the contribution of this study is to provide researchers, system designers, teachers, and students with a more comprehensive understanding of English vocabulary learning for learners with different cognitive styles, thereby promoting the development of online game-based English vocabulary learning.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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