| 摘要: | 在國際化的背景下，國與國之間的互動變得越來越密集，因為日本媒體與文化產業
的多樣化發展，使得越來越多人學習日語，學習日語的過程涉及詞彙、語法、聽說讀寫
等多方面的內容。其中日語助詞被認為是最複雜且最容易混淆的部分，且助詞因其在句
子中的位置變化會帶來不同的意義，成為學習中的一大挑戰，且助詞的複雜性和多樣性
使得學習者容易在使用時出現誤用的情況。因此掌握有效的學習策略來應對助詞的困難
對於日語學習者來說至關重要，且由於語言學習是一個長期的過程，保持學習動機的方
法非常重要，適當的學習方法和工具可以幫助學習者更好地理解和運用日語，從而提高
語言能力和溝通效果。其中數位遊戲式學習的趣味性與自主學習的特性即是一種有效的
方式使學習者增加學習動機，並且近年來越來越多的語言學習研究使用數位遊戲式學習，
讓語言學習過程附有樂趣，同時激發學習者的學習動機與學習成效。
然而數位遊戲式學習能夠透過設計各種不同遊戲特徵來吸引學習者，如遊戲中不確
定性，數位遊戲式學習結合不確定性可有效助於提高學習動機，透過遊戲中的不確定性
能成功的增加學習者的遊戲表現與學習興趣，然而先前研究少有不確定性且結合數位遊
戲式日語助詞學習的研究。
因此本研究開發了一款具有不確定性的數位遊戲式日語助詞學習系統，本研究設計
之不確定性包含隨機測驗題、隨機金幣獎勵、骰子點數對戰、同點數轉盤，並與遊戲設
計結合來激發學習者在遊戲中學習之參與度，設計不同的學習活動給予學習者參與。本
研究旨在探討數位遊戲式學習情境中有不確定性組之學習者和無不確定性組之學習者
對於日語助詞的學習成效、遊戲成效、學習動機及學習觀感間的影響，以及各個變項間
的相關性。
本研究之研究對象為某大學之日文系大學生，共有49 位學習者，並將他們依照有
無不確定性分成兩組(有不確定性組和無不確定性組)，有不確定性組共有25人、無不確
定性組共有24 人，研究工具包含日語助詞學習系統、日語助詞學習測驗、學習動機量
表、學習觀感量表和系統紀錄檔。
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本研究結果顯示，在數位遊戲式日語學習系統情境中有無不確定性對於學習者的影
響，主要包含以下五點: (1)使用本研究開發的日語助詞學習系統後，有無不確定性之學
習者在日語助詞學習成效皆有顯著進步；(2)在數位遊戲式學習情境中，有無不確定性之
學習者於練習區和輔助工具之遊戲成效有差異，有不確定性組之學習者於練習區之練習
次數、累積答對題數、及格次數和輔助工具之金幣總數顯著高於無不確定性之學習者；
(3)有無不確定性之學習者皆於學習動機中提高興趣，但有不確定性組學習者之動機顯著
高於無不確定性組之學習者;(4)有無不確定性之學習者於學習觀感沒有顯著的差異，因
此有無不確定性之學習者對於學習觀感皆有相似程度的滿意度;(5)有無不確定性之學習
者皆於學習成效與學習動機、學習觀感呈現顯著正相關，且有不確定性組之學習者於學
習成效與學習動機呈現顯著正相關。
綜合以上結果顯示，本研究之數位遊戲式日語助詞學習情境幫助有不確定性組之學
習者和無不確定性組之學習者提高日語助詞學習成效，並透過有不確定性設計助於提升
學習動機與遊戲成效，因此提供研究者探討有無不確定性對於影響學習者成效的研究方
向，且教學者以及設計者也可以借助本系統規畫更適合學習者有效地學習日語的教學模
式。;In the context of internationalization, interactions between countries are becoming more
and more intensive, and because of the diverse development of the Japanese media and cultural
industries, more and more people are learning Japanese, which involves a wide range of aspects
such as vocabulary, grammar, listening, speaking, reading and writing. Among them, Japanese
particles are considered to be the most complicated and confusing part of the Japanese language,
and they bring different meanings depending on their position in a sentence, which makes them
a big challenge to learn. The complexity and variety of particles make learners prone to misuse
them. Therefore, mastering effective learning strategies to tackle the difficulties of Japanese
particles is crucial for Japanese learners. Since language learning is a long-term process,
methods to maintain learning motivation are very important. Appropriate learning methods and
tools can help learners better understand and use Japanese, thereby improving language
proficiency and communication effectiveness. Among these methods, the fun and autonomous
nature of digital game-based learning is an effective way to increase learners′ motivation. In
recent years, more and more language learning studies have utilized digital game-based learning,
making the language learning process enjoyable while simultaneously stimulating learners′
motivation and performance.
However, digital game-based learning can attract learners through the design of various
game features, such as uncertainty in games. Digital game-based learning combined with
uncertainty can effectively help improve learning motivation. The uncertainty in games can
successfully increase learners′ game performance and learning interest. However, previous
studies have rarely incorporated uncertainty and digital game-based learning focused on
Japanese particles.
Therefore, this study developed a digital game-based Japanese particles learning system
with uncertainty. The uncertainties designed in this study include random quiz questions,
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random coin rewards, dice point battles, and same-point spinning wheels, which are integrated
with the game design to stimulate learner engagement in learning through the game and to
create different learning activities for learners to participate in. This study aims to explore the
effects of learners in the group uncertainty and the group without uncertainty on the learning
performance, in-game performance, learning motivation, and learning perception of Japanese
particles in a digital game-based learning context, as well as the correlations among these
variables.
The subjects of this study were undergraduate students majoring in Japanese at a certain
university, with a total of 49 learners. They were divided into two groups based on the with or
without uncertainty (with and without uncertainty group). The uncertainty group had 25
participants, and the without uncertainty group had 24 participants. The research tools included
the Japanese particles learning system, the Japanese particles learning test, the learning
motivation scale, the learning perception scale, and system record files.
The participants in this study were 49 Japanese language students from a university, who
were divided into two groups according to their different uncertainty (with and without
uncertainty group). There were 25 students in the uncertainty group and 24 in the without
uncertainty group. The research tools included the Japanese particles learning system, the
Japanese particles learning test, the learning motivation scale, the learning perception scale, and
the system record files.
The results of this study indicate the impact of the with or without uncertainty on learners
in the context of a digital game-based Japanese learning system. The main findings include the
following five points: (1) After using the Japanese particles learning system developed in this
study, learners, regardless of the with or without uncertainty, showed significant improvement
in their Japanese particles learning performance; (2) In the digital game-based learning context,
there were differences in game performance in the practice area and auxiliary tools between
learners with and without uncertainty. Learners in the uncertainty group had significantly higher
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practice frequency, total correct answers, passing times in the practice area, and total coins in
auxiliary tools compared to learners without uncertainty; (3) Both groups of learners, with and
without uncertainty, showed increased interest in learning motivation, but the motivation of
learners in the uncertainty group was significantly higher than that of learners without
uncertainty; (4) There was no significant difference in learning perception between learners
with and without uncertainty, indicating similar levels of satisfaction with the learning
experience for both groups; (5) There was a significant positive correlation between learning
effectiveness and learning motivation, as well as learning perception for both groups of learners,
with a notable significant positive correlation between learning effectiveness and learning
motivation for learners in the uncertainty group.
In summary, the results indicate that the digital game-based Japanese particles learning
context in this study helped both learners in the uncertainty group and the without uncertainty
group improve their Japanese particles learning performance. Additionally,the design
incorporating uncertainty contributed to enhancing learning motivation and game performance.
Therefore, this provides researchers with a direction for exploring the impact of uncertainty on
learners′ effectiveness. Educators and designers can also use this system to plan teaching models
that are more suitable for learners to effectively learn Japanese. |
