| dc.description.abstract | In recent years, digital game-based learning is widely explored in many studies. Learners can engage in game-based learning environments. Therefore, the aim of this study was to develop a digital game-based English learning system with embedded glosses and digital badge mechanism. Different groups of glosses can help learners learning vocabulary. There were three approaches of glosses (i.e., Retrieval gloss group: Gloss-Retrieval-Gloss, Inference gloss group: Inference-Gloss-Gloss and Full gloss group: Gloss-Gloss-Gloss). Digital badge mechanism provides clear learning goal and helps learners build learning objectives. It provides immediate feedback and rewards, which encourages learners to get digital badges that can enhance learning performance and learning motivation. Participants of this study were 85 university students in Taiwan. This study examined the effects of glosses and digital badges on learning performance, learning motivation and game performance; and analyzed correlations of digital badge mechanism, learning performance, and learning motivation. Learning performance includes Form recall test, Meaning recall test, Meaning recognition test and overall learning performance. Game performance includes number of times in matching task, number of correct answers in reading task, completed time of matching task and reading task, number of times in monster task and value of power. This study used descriptive statistics, ANOVA and Pearson correlation coefficient to analyze the experiment data. The results showed that Retrieval gloss group and Inference gloss group were significantly better than Full gloss group in Meaning recall test, Meaning recognition test and overall learning performance, but there was no significant different between Retrieval gloss group and Inference gloss group. Digital badge mechanism group was significantly better than the group without digital badge mechanism in overall learning performance. For the learning type of digital badges, the reading badge and learning performance were positively correlated at a significant level. For the game type of digital badges, the speed badge and learning motivation, as well as the leaderboard badge and learning motivation were positively correlated at a significant level. This study proved that glosses and digital badge mechanism could improve learning performance in a digital game-based learning environment. | en_US |