| dc.description.abstract | Translation expertise requires familiarity with various translation techniques to make the translation more accurate and fluent, facilitating the seamless exchange of perspectives and ideas between both parties. However, learning various translation techniques is complex and challenging, frequently causing discouragement in novices. Digital Game-Based Learning（DGBL）has proven effective in enhancing the learning performance and motivation for acquiring translation techniques. However, the learning performance of different performance goals in DGBL varies, Individuals with a performance-approach orientation tend to achieve better results compared to those with a performance-avoidance orientation. They are willing to take on more challenging learning content to showcase their abilities and tend to seek help when facing learning difficulties. However, the specific help-seeking behaviors adopted by individuals with different performance goals when facing challenges that cannot be independently resolved in an online learning system remain subjects for further investigation. The impact of different help-seeking contexts on the use of prompting tools, help-seeking tendencies, and learning performance requires additional research for confirmation. Despite the necessity of seeking help and the effectiveness of tools provided by the system, most learners still tend to avoid seeking help. Therefore, learners′ recognition of their lack of skills and knowledge is insufficient to prompt action in seeking help. In this study, we developed a digital game-based learning system for English translation techniques learning including polysemy, amplification, conversion, and cultural equivalent. The research investigates the effects of different performance goal orientations and different help-seeking contexts on university students′ learning performance, game performance, help-seeking behavior and learning perceptions of English translation techniques learning in digital game-based learning environment.
Based on the questionnaire measurement results, 31 participants were categorized into 15 learners with a performance-approach and 16 learners with a performance-avoidance. Subsequently, they were randomly and evenly assigned to different help-seeking contexts: 14 learners with published help-seeking records and 17 learners with hidden help-seeking records. The research instruments included a translation techniques test, a help-seeking tendencies questionnaire, a learning perceptions questionnaire, and system log. The duration of the experiment was 190 minutes.
The main following findings of the study were: (1) Different performance goals showed significant improvement in all four translation techniques in both pre-test and post-test. The published help-seeking context exhibited significant improvement in all four translation techniques in both pre-test and post-test, while the hidden help-seeking context group only showed significant improvement in three translation techniques except polysemy. (2) There were significant differences in the pre-test and post-test scores for cultural equivalent among different performance goals, but there was no difference in improvement scores. No significant differences were found among different help-seeking contexts in pre-test, post-test, or improvement scores. (3) Compared to performance-avoidance, learners with performance-approach were more willing to engage in higher difficulty practice such as amplification and conversion. Participants in the published help-seeking context performed better in the highest consecutive correct answers for polysemy L2 compared to those in the hidden help-seeking context. (4) There is no significant difference in game help-seeking behavior between different performance goals and different help-seeking contexts. Tool usage remains consistently low, even when the conditions for seeking help, such as the necessity to seek help and the availability of effective tools, are met; it is still insufficient to prompt seeking help. (5) There were significant differences in the learning help-seeking tendencies among different performance goals, with learners with performance-approach showing tending to willingness to seek help. However, there were no significant differences in learning help-seeking tendencies among different help-seeking contexts. (6) There were no significant differences in the learning perceptions among different performance goals. In different help-seeking contexts, there were significant differences in usefulness and intention.
In conclusion, the results indicate that the digital game-based learning system for English translation techniques learning effectively enhances learners′ learning performance. Additionally, observations regarding game performance, help-seeking behavior and learning perceptions with different performance goals and in different help-seeking contexts provide valuable insights for future research. | en_US |