博碩士論文 106524006 詳細資訊




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姓名 陳美珊(Mei-Shan Chen)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 探討趨向表現目標與逃避表現目標對於 學習成效與表現目標採取之影響 -以數位遊戲式英語字彙為例
(Effects of Performance-approach and Performance-avoidance Goals on Learning Performance and Adoption of Performance Goals: A Case of Digital Game-based English Vocabulary.)
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摘要(中) 在學習英語的過程中,學習者的表現目標自然會影響其學習成效。當學習者面對師長安排的課程目標時,有的學生追求勝過同儕獲取高分;有的學生則是不期望成為最好,只要不成為倒數幾名。前者屬於趨向表現目標導向,後者則為逃避表現目標導向。再者,將學習教材結合數位遊戲已成為教育環境中的趨勢,許多文獻指出數位遊戲式學習能幫助學習者提升其英語字彙學習成效;然而,卻少有文獻以數位遊戲式作為學習環境,來探討不同表現目標導向之學習者的學習成效、遊戲成效與表現目標採取。因此,本研究建置一款學習英語字彙的遊戲,將不同表現目標導向之學習者的特徵融入遊戲設計,學習者除了能在遊戲中透過聽力與拼字方式學習單字,亦能與同儕進行以聆聽單字發音搶卡牌之對戰。本研究目的為探討趨向表現目標導向與逃避表現目標導向之學習者的英語字彙學習成效與遊戲成效,以及在數位遊戲式英語字彙環境中,其表現目標採取是否與自身的表現目標導向相符,並進一步討論表現目標、自我效能、害怕失敗、學習成效與遊戲成效之關聯。研究採用成就目標導向量表將學生分成趨向表現目標導向及逃避表現目標導向兩組,前者共32人,後者共27人。實驗時間總共為90分鐘。
  研究主要成果包含以下五點:(1)使用本研究開發的英語字彙遊戲後,能提升不同表現目標導向的學習者之英語字彙學習成效,其中,趨向表現目標導向之學習者優於逃避表現目標導向。(2)在數位遊戲式學習環境中,不同的遊戲機制會影響不同表現目標導向之學習者的表現目標採取,學習者於遊戲中採取的表現目標可能與自身導向不相符。(3)在學習成效的預測方面,趨向表現目標導向之學習者,其自我效能與逃避表現目標為正向及負向指標、於遊戲中平均使用顯示中譯提示次數為負向指標;逃避表現目標導向之學習者,於遊戲中的學習平均答對題數與對戰平均答對題數為正向及負向指標。(4) 在遊戲成效的預測方面,趨向表現目標導向之學習者,其害怕失敗能正向預測學習者的對戰次數、平均對戰分數與對戰累積答對題數;然而,對於逃避表現目標導向之學習者來說,則未能預測其遊戲成效。(5)對於不同表現目標導向的學習者而言,其趨向表現目標與自我效能皆呈正相關且相互具預測力,此外,學習者的逃避表現目標與害怕失敗彼此亦呈正相關且具有預測力。本研究的結果有助於理解不同表現目標導向之學習者在遊戲中對於表現目標採取的行為,因此對教學者、研究者以及設計者而言,將可以選擇更為合適的方式來輔助學習者學習英語字彙。
摘要(英) Learner′s performance goals will naturally affect their learning outcomes while learning English. In classroom settings, some students pursue higher scores than their peers; some students do not expect to be the best but not to be the worst. The former called performance -approach orientation, while the latter called performance-avoidance orientation. Furthermore, digital game-based learning (DGBL) has been gradually adopted in the educational environment because digital games have the potential to improve learners’ learning outcomes in English vocabulary. However, there has been a lack of attention paid to the effects on learners’ learning performance, gaming performance, and their adoptions of performance goals based on DGBL.To this end, this study developed a digital game-based English vocabulary game, which considered the characteristics of learners with different performance goals. In addition to learning words through listening and spelling, learners could compete with their peers by listening to the vocabulary pronunciation and grabbing cards. The aims of the present study were to investigate not only what differences on learning performance of English vocabulary and gaming performace between different performance-oriented learners but also whether the performance goals learners adopted in the English vocabulary game are consistent with thier performance orientions. Besides, this study also analyzed the relationship among performance goals, self-efficacy, fear of failure, learning performance and gaming performance. Participants were measured by the Achievement Goal Orientation Questionnaire, then divided into performance-approach orientation (N=32) or performance-avoidance orientation (N=27). The total experiment time was 90 minutes.
  The findings of this study included: (a) For learning performance, Performance-approach orientated learners outperformed than those with Performance-avoidance orientation, and both of them were improved after playing the game. (b) Different game mechanics in the digital games will affect the performance goals adopted by learners which may not be consistent with their performance orientations. (c)Performance-approach orientated learners, whose self-efficacy and performance-avoidance goals could positively and negatively predict learning performance respectively, as well as the times of the hint, which used to display the Chinese translations in the game, could be the negative predictor; As for Performance-avoidance orientated learners, the average number of correct answers in the practice and competitive area were respectively positive and negative indicators. (d) For the gaming performance, Performance-approach orientated learners, whose fear of failure could positively predict their gaming performance (i.e. the number of competitions, average competitive scores, and cumulative correct answers of practicing); however, there was no predictor for the gaming performance of Performance-avoidance orientated learners. (e) For both of performance orientions, performance-approach goals and self-efficacy were positively correlated and predictors interactively, while performance-avoidance goals were positively associated with fear of failure as well as they could predict each other.
This study could attribute to understand how different between performance-approach and performance-avoidance oriented learners for their adoption of performance goals in digital games. Furthermore, these findings could help instructors, researchers, and designers use more appropriate approach to assist learners for learning English vocabulary.
關鍵字(中) ★ 趨向表現目標
★ 逃避表現目標
★ 自我效能
★ 害怕失敗
★ 英語字彙
★ 數位遊戲式學習
關鍵字(英) ★ Performance-approach
★ Performance-avoidance
★ self-efficacy
★ fear of failure
★ English vocabulary
★ digital game-based learning
論文目次 摘 要 v
Abstract vii
誌 謝 ix
目 錄 x
圖 次 xii
表 次 xiii
一、 緒論 - 1 -
1.1 研究動機 - 1 -
1.2 研究目的 - 2 -
1.3 研究問題 - 2 -
1.4 名詞釋義 - 3 -
二、 文獻探討 - 5 -
2.1 成就目標 - 5 -
2.2 數位遊戲式學習 - 10 -
2.3 自我效能 - 13 -
2.4 害怕失敗 - 14 -
三、 系統設計 - 17 -
3.1 開發工具 - 17 -
3.2 學習內容 - 17 -
3.3 系統架構 - 18 -
3.4 設計理念 - 29 -
3.5 系統操作流程 - 31 -
四、 研究方法 - 38 -
4.1 研究設計 - 38 -
4.2 研究對象 - 39 -
4.3 研究工具 - 40 -
4.3.1 成就目標導向量表 - 40 -
4.3.2 英語字彙聽力測驗 - 40 -
4.3.3 自我效能問卷 - 42 -
4.3.4 失敗表現評估量表 - 42 -
4.3.5 系統記錄檔 - 42 -
4.4 實驗流程 - 44 -
4.5 資料處理與分析 - 46 -
五、 研究結果與討論 - 48 -
5.1 不同表現目標導向的學習者之英語字彙學習成效 - 48 -
5.2 不同表現目標導向的學習者之遊戲成效與表現目標採取 - 49 -
5.2.1 數位遊戲式英語學習環境之個人學習區的遊戲成效 - 49 -
5.2.2 數位遊戲式英語學習環境之同儕對戰區的遊戲成效 - 51 -
5.2.3 數位遊戲式英語學習環境之獎章獲得的遊戲成效 - 54 -
5.3 不同表現目標導向的學習者對於自我效能與害怕失敗之差異 - 59 -
5.3.1 不同表現目標導向之學習者對於學習英語的自我效能之差異 - 59 -
5.3.2 不同表現目標導向之學習者對於害怕失敗表現層面之差異 - 61 -
5.4 不同表現目標導向的學習者於中介變數及英語字彙學習成效與遊戲成效之相關性及預測力 - 62 -
5.4.1 不同表現目標導向對於自我效能與害怕失敗及學習成效與遊戲成效之相關性 - 62 -
5.4.2 不同表現目標導向與自我效能及害怕失敗對於英語字彙學習成效與遊戲成效之預測力 - 65 -
5.4.3 不同表現目標導向與自我效能及害怕失敗之預測力 - 70 -
5.5 綜合討論 - 76 -
5.5.1 不同表現目標導向的學習者之英語字彙學習成效 - 76 -
5.5.2 不同表現目標導向的學習者之遊戲成效與表現目標採取 - 77 -
5.5.3 不同表現目標導向的學習者於中介變數之差異 - 82 -
六、 結論與建議 - 84 -
6.1 研究結論 - 84 -
6.2 研究貢獻 - 89 -
6.3 未來工作 - 90 -
參考文獻 - 92 -
附錄一 英語字彙聽力前測 - 103 -
附錄二 英語字彙聽力後測 - 104 -
附錄三 成就目標導向量表 - 105 -
附錄四 自我效能問卷 - 106 -
附錄五 失敗表現評估量表 - 108 -
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指導教授 楊接期(Jie-Chi Yang) 審核日期 2019-8-1
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