博碩士論文 106524014 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:19 、訪客IP:3.226.245.48
姓名 曾子芸(Tzu-Yun Tseng)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例
(Effects of Cognitive Styles and Gaming Flow Experience on English Vocabulary Performance, Game Performance and Self-efficacy in a MMORPG)
相關論文
★ Using Digital Board Game to Enhance Student Engagementin Learning★ 從人因與互動行為模式的觀點探討數位遊戲式學習輔助能源知識
★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響★ 由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現
★ 探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響★ 從全面性的角度探討先備知識對同儕互評中受評與 評分之影響
★ 從認知風格的角度探討同儕互評分組對遊戲製作與評量之影響★ 探討創作媒介、個別差異、範例式教學及創作模式對九年級學生音樂創作的學習動機及成效之影響
★ 探討個別差異與回饋形式在數位遊戲式學習系統中對學習動機、學習成效與遊戲表現之影響:以九年級國文學習為例★ 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
★ 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例★ 從認知風格的角度探討同儕互評對遊戲式學習系統製作與評量之影響
★ 電腦輔助教師回饋於外語寫作情境之研究:成果與觀感★ 設計與實作數位化教室環境的教室伺服器
★ 建置一個應用於戶外課程之PDA學習護照系統★ 班級適性化測驗系統之建置-以英語學習護照為例
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 英語是一個國際的共通語言,但是大多數學習者缺少英語口語練習的機會,且對英語口語會感到害怕,因此造成學習動機的低落,而數位遊戲式學習是一種有效提升學習動機的方式。數位遊戲式學習已成為教學的趨勢,其中包含著豐富的多媒體素材,可提供學習者不同的體驗,因而有助於提升學習者的學習動機與成效。數位遊戲中的多媒體環境增加了學習者的沉浸感,因而影響了學習者的遊戲心流。過去研究發現遊戲心流不僅影響了學習者的參與度與沉浸感,也可以提升學習者的學習成效。此外,數位遊戲式學習環境也會對學習者的自我效能產生影響。過去研究指出數位遊戲式學習的環境可以提升自我效能,且也是一種預測學習者在語言學習成效上的有效因子。然而並非所有學習者都適合數位遊戲式學習的環境,因此必須考量到不同學習者的個別差異。在不同的個別差異中,認知風格是一種廣泛被研究的個別差異。認知風格根據過去文獻有不同的分類,而其中整體型(Holist)與序列型(Serialist)被認為是一種重要的分類。Holist和Serialist的學習者會使用不同的偏好方式來處理資訊,進而影響他們的學習成效。
因此,本研究探討不同認知風格及遊戲心流的學習者,在遊戲式英語學習環境中對字彙學習成效、遊戲成效與自我效能之影響,並進一步探討字彙學習成效、遊戲成效、自我效能及遊戲心流之相關性。本研究共有56位受試者,其中包含大學生26位及研究生30位,採用認知風格量表及遊戲心流量表將受試者分為Holist組或Serialist組和高遊戲心流組或低遊戲心流組,再跟據Holist或Serialist的學習者在遊戲裡選擇任務的方式分為Style-Matching組或Style-Non-Matching組。實驗時間為80分鐘。
實驗結果發現,在認知風格方面,雖然不同認知風格的學習者和Style-Matching或Style-Non-Matching的學習者之組內對於字彙學習成效之前、後測皆有顯著進步,但是其組間對於字彙學習成效、遊戲成效以及自我效能上皆無顯著差異。在遊戲心流方面,高遊戲心流與低遊戲心流的學習者在組內字彙學習成效之前、後測上皆有顯著進步,且高遊戲心流的學習者在學習成效的進步分數上顯著高於低遊戲心流的學習者;高遊戲心流的學習者在遊戲成效中的重生次數顯著優於低遊戲心流的學習者;高遊戲心流的學習者在自我效能上也顯著優於低遊戲心流的學習者。另外,在相關性的結果上,本研究發現遊戲成效中的重生次數與字彙學習成效、遊戲心流及自我效能之間皆呈現負相關;遊戲心流與自我效能之間呈現正相關;字彙學習成效與遊戲成效中的金幣總數、任務完成數量之間呈現正相關。本研究的結果可以幫助不同認知風格及遊戲心流的學習者提高其學習成效、遊戲成效以及自我效能。此外,在未來開發適性化的遊戲式學習環境時,可以為研究者提供一個設計架構。
摘要(英) English is a common language in the world, but most learners lack opportunities to practice spoken English and feel afraid of it, which results in low learning motivation. Digital game-based learning is an effective way to improve learning motivation. Digital game-based learning has become a teaching trend, which contains rich multimedia materials, which can provide learners with different experiences, thus helping to improve learners′ learning motivation and performance. Multimedia environments in digital games increase learners′ sense of immersion, thus affecting learners′ gaming flow experience. Past studies have found that gaming flow experience not only affects learners′ engagement and immersion, but also improves learners′ learning performance. In addition, digital game-based learning environments will also have an impact on learners′ self-efficacy. Past studies have shown that digital game-based learning environments can improve self-efficacy and it is an effective factor to predict learners′ language learning performance. However, not all learners are suited to digital game-based learning environments, so individual differences among learners must be considered. Among the different individual differences, cognitive styles are widely studied. According to the previous literature, cognitive styles are classified into different categories, among which Holist and Serialist are regarded as important categories. Learners of Holist and Serialist will use different preference ways to process information, thus affecting their learning performance.
Therefore, this study explored the effects of learners with different cognitive styles and gaming flow experience on vocabulary learning performance, game performance and self-efficacy in a game-based English learning environment, and further explored the relationship among vocabulary learning performance, game performance, self-efficacy and gaming flow experience. There were 56 participants in this study, including 26 college students and 30 graduate students. They were measured by the cognitive styles scale and gaming flow experience scale into Holist or Serialist and high gaming flow experience or low gaming flow experience. Followed by learners based on Holist or Serialist, the way to select tasks is divided into style-matching or style-non-matching. The total experiment time was 80 minutes.
The results showed that for cognitive styles, although there was significant improvement between the pre-test and the post-test of vocabulary learning performance, there was no significant difference in vocabulary learning performance, game performance and self-efficacy between the learners of different cognitive styles and style-matching or style-non-matching. For gaming flow experience, there was significant improvement between the pre-test and the post-test of vocabulary learning performance of the learners of high gaming flow experience and low gaming flow experience, and the learners of high gaming flow experience were significantly higher in scores of progress than the learners of low gaming flow experience. The learners of high gaming flow experience were significantly higher in the number of reborn in game performance than the learners of low gaming flow experience. In addition, the learners of high gaming flow experience were significantly higher in self-efficacy than the learners of low gaming flow experience. Furthermore, on the results of the relationship, the number of reborn in game performance was negatively correlated with vocabulary learning performance, gaming flow experience and self-efficacy. There was a positive correlation between gaming flow experience and self-efficacy, and vocabulary learning performance was positively correlated with the total amount of gold coins and the number of tasks completed. The results of this study can help learners with different cognitive styles and gaming flow experience to improve their learning performance. In addition, researchers can provide a design framework for developing a game-based learning environment in the future.
關鍵字(中) ★ 英語學習
★ 數位遊戲式學習
★ 認知風格
★ 遊戲心流
★ 字彙學習成效
★ 遊戲成效
★ 自我效能
關鍵字(英) ★ English learning
★ digital game-based learning
★ cognitive styles
★ gaming flow experience
★ vocabulary learning performance
★ game performance
★ self-efficacy
論文目次 摘要 v
Abstract vii
誌謝 ix
目錄 x
圖目錄 xiii
表目錄 xiv
第一章 緒論 1
1.1研究背景與動機 1
1.2研究目的 3
1.3研究問題 4
1.4名詞解釋 5
1.4.1認知風格(Cognitive Styles) 5
1.4.2遊戲心流(Gaming Flow Experience) 5
1.4.3字彙學習成效(Vocabulary Learning Performance) 5
1.4.4遊戲成效(Game Performance) 5
1.4.5自我效能(Self-efficacy) 6
第二章 文獻探討 7
2.1數位遊戲式學習與語言學習 7
2.1.1數位遊戲式學習 7
2.1.2數位遊戲式學習與英語學習 9
2.2遊戲心流 11
2.3自我效能 13
2.4認知風格 15
第三章 系統設計與實作 19
3.1系統介紹 19
3.2學習內容 20
3.3系統架構 28
3.3.1多樣化的任務型態 29
3.3.2滿足不同認知風格選擇任務的方式 30
3.4系統操作流程 31
第四章 研究方法 41
4.1研究設計 41
4.2研究對象 42
4.3研究工具 43
4.3.1英語字彙知識測驗 43
4.3.2認知風格量表 45
4.3.3遊戲心流量表 45
4.3.4自我效能量表 46
4.3.5系統記錄檔 46
4.4實驗流程 47
4.5資料收集與分析 48
第五章 研究結果與討論 50
5.1認知風格與認知風格相符或不相符對字彙學習成效、遊戲成效、自我效能之影響 50
5.1.1不同認知風格組別對於字彙學習成效之影響 50
5.1.2認知風格與選擇任務方式組別對於字彙學習成效之影響 52
5.1.3不同認知風格組別對於遊戲成效之影響 53
5.1.4認知風格與選擇任務方式組別對於遊戲成效之影響 54
5.1.5不同認知風格組別對於自我效能之影響 55
5.1.6認知風格與選擇任務方式組別對於自我效能之影響 56
5.2遊戲心流對字彙學習成效、遊戲成效、自我效能之影響 56
5.2.1遊戲心流對於字彙學習成效之影響 56
5.2.2遊戲心流對於遊戲成效之影響 58
5.2.3遊戲心流對於自我效能之影響 59
5.3字彙學習成效、遊戲成效、自我效能與遊戲心流之相關性 60
5.4綜合討論 61
5.4.1認知風格對於字彙學習成效之影響 61
5.4.2認知風格對遊戲成效之影響 62
5.4.3認知風格對自我效能之影響 62
5.4.4遊戲心流組別對於字彙學習成效之影響 63
5.4.5遊戲心流組別對於遊戲成效之影響 63
5.4.6遊戲心流組別對於自我效能之影響 64
5.4.7字彙學習成效、遊戲成效、自我效能與遊戲心流之相關性 64
第六章 結論與建議 66
6.1研究結論 66
6.1.1認知風格(Holist/Serialist)在數位遊戲式英語學習的環境中: 67
6.1.2風格相符或不相符(Style-Matching/Style-Non-Matching)在數位遊戲式英語學習的環境中: 67
6.1.3遊戲心流在數位遊戲式英語學習的環境中: 68
6.1.4相關性分析: 68
6.2研究貢獻 69
6.2.1學術貢獻 69
6.2.2應用貢獻 69
6.3未來工作 69
6.3.1研究設計改善與建議 69
6.3.2系統設計改善與建議 70
參考文獻 71
附錄一 英語字彙知識測驗-前測 79
附錄二 英語字彙知識測驗-後測 86
附錄三 認知風格量表 90
附錄四 遊戲心流量表 93
附錄五 自我效能量表 94
參考文獻 一、 中文部分
何柏儒 (2018)。探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響。國立中央大學網路學習科技研究所碩士論文。
黃安邦 (2019)。探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響—以大型多人線上角色扮演遊戲為例。國立中央大學網路學習科技研究所碩士論文。
二、 英文部分
Admiraal, W., Huizenga, J., Akkerman, S., & Ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194.
Atas, M. (2015). The reduction of speaking anxiety in EFL learners through drama techniques. Procedia-Social and Behavioral Sciences, 176, 961-969.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Benoit, J. M. (2017). The effect of game-based learning on vocabulary acquisition for middle school English language learners (Doctoral dissertation, Liberty University).
Chan, C. H., Hsieh, C. W., & Chen, S. Y. (2014). Cognitive styles and the use of electronic journals in a mobile context. Journal of Documentation, 70(6), 997-1014.
Chen, C. H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212.
Chen, C. H., Law, V., & Huang, K. (2019). The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Educational Technology Research and Development, 67(4), 1-22.
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.
Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362-370.
Chen, S. Y., & Yeh, C.-C. (2017). The Effects of Cognitive Styles on the Use of Hints in Academic English: A Learning Analytics Approach. Educational Technology & Society, 20(2), 251-264.
Chen, Z. H., Lu, H. D., & Lu, C. H. (2019). The Effects of Human Factors on the Use of Avatars in Game-Based Learning: Customization vs. Non-Customization. International Journal of Human–Computer Interaction, 35(4-5), 384-394.
Clewley, N., Chen, S. Y., & Liu, X. (2011). Mining learning preferences in web-based instruction: Holists vs. Serialists. Educational Technology & Society, 14(4), 266-277.
Craig, A. B., Brown, E. R., Upright, J., & DeRosier, M. E. (2016). Enhancing children’s social emotional functioning through virtual game-based delivery of social skills training. Journal of Child and Family Studies, 25(3), 959-968.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.
Derakhshan, A., Khatir, E. D. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(3), 39-47.
DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Ford, N. (1985). Learning styles and strategies of postgraduate students. British Journal of Educational Technology, 16(1), 65-79.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Educational Technology & Society, 20(1), 123-133.
Hamari, J., & Nousiainen, T. (2015). Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. In 2015 48th Hawaii International Conference on System Sciences (pp. 682-691). IEEE.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.
Hong, J. C., Hwang, M. Y., Tai, K. H., & Lin, P. H. (2017). Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress. Computer Assisted Language Learning, 30(6), 552-574.
Hosseini, S. M., & Fattahi, R. (2014). Databases’ interface interactivity and user self-efficacy: Two mediators for flow experience and scientific behavior improvement. Computers in Human Behavior, 36, 316-322.
Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2015). The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172-190.
Hwang, G. J., & Wu, P. H. (2011). Advancements and trends in digital game-based learning research: a review of publications in selected journals from2001 to 2010. British Journal of Educational Technology, 43(1), 6-10.
Hwang, G. J., Sung, H. Y., Hung, C. M., Huang, I., Tsai, C. C. (2012). Development of a personalized educational computer game based on students’ learning styles. Educational Technology Research and Development, 60(4), 623-638.
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students′ learning performance in natural science courses. Computers & Education, 69, 121-130.
Jonassen, D. H., & Grabowski, B. L. (2012). Handbook of individual differences learning and instruction. Hillsdale, NJ: Routledge.
Jong, B. S., Lai, C. H., Hsia, Y. T., Lin, T. W., & Lu, C. Y. (2012). Using game-based cooperative learning to improve learning motivation: A study of online game use in an operating systems course. IEEE Transactions on Education, 56(2), 183-190.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24.
Kolloffel, B. (2012). Exploring the relation between visualizer verbalizer cognitive styles and performance with visual or verbal learning material. Computers and Education, 58(2), 697-706.
Ku, O., Hou, C. C., & Chen, S. Y. (2016). Incorporating customization and personalization into game-based learning: A cognitive style perspective. Computers in Human Behavior, 65, 359-368.
Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T., & Almughyirah, S. (2016). Using robotics and game design to enhance children′s self‐efficacy, STEM attitudes, and computational thinking skills. Journal of Science Education and Technology, 25(6), 860-876.
Li, E. C., & Luh, D. B. (2017). Effect of game motivation on flow experience and companionship. Interaction Studies, 18(1), 95-115.
Li, R., Meng, Z., Tian, M., Zhang, Z., & Xiao, W. (2019). Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: the roles of learner and contextual factors. Computer Assisted Language Learning, 32(1-2), 1-22.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Malčík, M., & Miklošíková, M. (2017). Learning styles of students as a factor affecting pedagogical activities of a university teacher. International Journal of Emerging Technologies in Learning, 12(2), 210-218.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Paribakht, T. S., & Wesche, M. B. (1993). Reading comprehension and second language development in a comprehension-based ESL program. TESL Canada Journal, 11(1), 9-29.
Park, J., Kim, S., Kim, A., & Mun, Y. Y. (2019). Learning to be better at the game: Performance vs. completion contingent reward for game-based learning. Computers & Education, 139, 1-15.
Pask, G. (1976). Styles and strategies of learning. British Journal of Educational Psychology, 46(2), 128-148.
Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1991). A manual for the use of the motivational strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Prensky, M. (2001). Digital game-based learning. New York, NY: McGRaw-Hill.
Procci, K., Singer, A. R., Levy, K. R., & Bowers, C. (2012). Measuring the flow experience of gamers: An evaluation of the DFS-2. Computers in Human Behavior, 28(6), 2306-2312.
Rahimi, A., Abedini, A. (2009). The interface between EFL learners’ self-efficacy concerning listening comprehension and listening proficiency. Novitas-Royal, 3(1), 14-28.
Raoofi, S., Tan, B. H., Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-73.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57.
Rico, M., Agudo, J. E., & Sánchez, H. (2015). Language Learning through Handheld Gaming: A Case Study of an English Course with Engineering Students. Journal of Universal Computer Science, 21(10), 1362-1378.
Riding, R., & Rayner, S. (2013). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. London, UK: Routledge.
Sardegna, V. G., Lee, J., & Kusey, C. (2018). Self‐efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1), 83-114.
Scholz, K., & Schulze, M. (2017). Digital-gaming trajectories and second-language development. Language Learning & Technology, 21(1), 100-120.
Shah, P. M., Mahmud, W. H., Din, R., Yusof, A., Pardi, K. M. (2011). Self-efficacy in the writing of Malaysian ESL learners. World Applied Sciences Journal (Innovation and Pedagogy for Lifelong Learning), 15(11), 8-11.
Shkullaku, R. U. D. I. N. A. (2013). The relationship between self-efficacy and academic performance in the context of gender among Albanian students. European Academic Research, 1(4), 467-478.
Skadberg, Y. X., & Kimmel, J. R. (2004). Visitors’ flow experience while browsing a Web site: Its measurement, contributing factors and consequences. Computers in Human Behavior, 20(3), 403-422.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students′ learning performance in science courses. Computers & Education, 63, 43-51.
Sung, H. Y., Hwang, G. J., Lin, C. J., & Hong, T. W. (2017). Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students′ motivation and conception of learning. Computers & Education, 110, 143-153.
Tilfarlioglu, F. Y., Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (a case study). Theory and Practice in Language Studies, 1(10), 1284-1294.
Trevino, L. K., & Webster, J. (1992). Flow in computer-mediated communication. Communication Research, 19(5), 539-573.
Trisna, B. N., Budayasa, I. K., & Siswono, T. Y. E. (2018). Students’ metacognitive activities in solving the combinatorics problem: the experience of students with holist-serialist cognitive style. In Journal of Physics: Conference Series (Vol. 947, No. 1, p. 012072). IOP Publishing.
Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2018). Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style. Journal of Educators Online, 15(1).
Wang, J. H., Hung, P. C., & Chen, S. Y. (2016). The Influences of Cognitive Styles on Assessment Differences in the Context of Peer Response. In the International Workshop on Technology‐Enhanced Collaborative Learning (TECL 2016). In conjunction with CRIWG/CollabTech 2016 (Vol. 1, p. 67-70).
Wu, T. T. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning. Journal of Computer Assisted Learning, 34(3), 315-323.
Wu, T. T., & Huang, Y. M. (2017). A mobile game-based English vocabulary practice system based on portfolio analysis. Journal of Educational Technology & Society, 20(2), 265-277.
Yang, J. C., & Quadir, B. (2018). Individual differences in an English learning achievement system: Gaming flow experience, gender differences and learning motivation. Technology, Pedagogy and Education, 27(3), 351-366.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game‐based learning. Journal of Computer Assisted Learning, 34(3), 324-334.
Yang, J. C., Quadir, B., & Chen, N. S. (2016). Effects of the badge mechanism on self-efficacy and learning performance in a game-based English learning environment. Journal of Educational Computing Research, 54(3), 371-394.
Yukselturk, E., Altıok, S., & Başer, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159-173.
指導教授 楊接期 審核日期 2019-8-22
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明