| dc.description.abstract | Achievement goals are based on demonstrating ability or avoiding poor performance as a way to achieve the goal. The former is the oriented approach performance goal, the latter is the avoidance performance goal. The goal orientation of learners will affect the way in which achievement goals are set and their attitude toward learning opportunities. In addition, past studies have found that self-efficacy and fear of failure both affected learners′ performance goals in tasks. Although there have been many studies in the past explored the impacts of performance goals on learning, few studies have focused on digital game-based learning, and few studies combined translation techniques with digital game-based learning. Therefore, in this study, the characteristics of learners with different performance goals were integrated into game design, and a digital game-based learning system was developed to assist university students in learning translation techniques. In addition to the practice of translation techniques through questions in the game, learners can also compete with their peers. This study applied digital game-based learning to translation techniques learning, and explored different performance goal-oriented learners′ learning performance, game performance, and learning perception, and analyzed whether their performance goal adoption was consistent with their own performance goal orientation, and further analyzed the relationship between performance goals, self-efficacy, fear of failure, learning perception, learning performance and game performance.
The main results of the study include the following five points: (1) After using the translation techniques learning game developed in this study, learners with different performance goal orientations have made significant progress in the study of translation techniques. (2) In the digital game-based learning environment, there was only a difference found in the game performance of peer competetion area, i.e., performance-approach learners performed better than performance-avoidance learners on the average number of correct answers in the translation technique of synonymy. The rest game performance showed no significant difference. Therefore, most learners who were performance-approach learners did not show the characteristics of performance-approach goal-oriented; and learners who were performance-avoidance learners did not show the characteristics of performance-avoidance goal-oriented. (3) In terms of prediction of learning performance, the highest competetion score of performance-approach learners was a positive indicator; the highest practice score of performance-avoidance learners was a positive indicator. (4) Both performance-approach and performance-avoidance of performance-avoidance learners were positively correlated to self-efficacy. (5) Learners with different performance goal orientations generally believed that this system was easy to use and expected to apply this system to school curricula, and could use this system to improve their translation techniques and learning interests. The results of this study can help to understand the adoptions of learners with different performance goal orientations in the game, so that teachers, researchers and designers can choose a more appropriate way to assist learners to learn translation techniques. | en_US |