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

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曾子芸(Tzu-Yun Tseng) 查詢紙本館藏

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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)

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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

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指導教授

楊接期

審核日期

2019-8-22

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