探討融入不可預期獎章機制的遊戲式英語口說學習環境對不同英語焦慮程度學習者的學習成效、遊戲成效、溝通意願及行為模式之影響

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：54

、訪客IP：3.137.183.57

姓名

黃政穎(Cheng-Ying Huang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討融入不可預期獎章機制的遊戲式英語口說學習環境對不同英語焦慮程度學習者的學習成效、遊戲成效、溝通意願及行為模式之影響
(Exploring the Effects of Learners with Different English Anxiety Levels on Learning Performance, Gaming Performance, Willingness to Communicate and Behavior Patterns in a Digital Game-based Learning with Unexpected Digital Badge Mechanisms)

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	★ 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
★ 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
★ 探討英語閱讀遊戲對印尼高中英語學習者的影響	★ 製作者與評量者之認知風格匹配與不匹配對遊戲人機介面與教學影片製作與評量的影響

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)

在現今全球化的時代，英語已是國際間溝通必備的技能之一，而口說則被認為是最困難的語言技能。在傳統講授的英語教學模式，學習者缺乏練習口說的實踐環境，以致對英語口說產生焦慮，進而影響學習者與他人溝通的意願，因此需要更多英語口說練習管道，運用不同學習工具幫助學習者學習英語口說。
近期多有研究使用數位遊戲式學習進行英語口說教學，增加學習者的口說練習機會，使學習過程更加有趣，同時輔助學習者提高其學習動機及學習成效。而在DGBL的環境中，數位獎章機制所提供的獎章目標有助於提升學習者進行學習活動的意願，在追求獎章條件目標的過程中，讓學習者在達成不同目標時給予相對應的獎勵並獲得正面回饋，有效的使學習者更沉浸於學習活動。雖然多數文獻顯示獎章有激勵學習者持續進行學習的效果，但是獎章也不一定完全有效，其可能會在時間的推移下減弱並失去吸引力，為了讓獎章機制能被視為正面的獎勵，有些研究開始使用不可預期獎章增加驚喜感，以提高學習者的興趣。另外，也有少部分研究提到在可預期獎章中加入些許不可預期獎章，整合兩種獎章的特點，利用可預期獎章引導學習者目標設定，加入不可預期獎章給予驚喜，激發學習者的好奇心、激勵學習及探索，避免學習者為獲獎章而學習，同時輔助學習者達到目標並提高學習成效。另外參考McGuire and Kampf（2015）所提出「元獎章（Metabadges）」概念，於數位獎章系統中新增獲取條件較高的不可預期複數任務獎章機制，於學習者獲得不同任務條件獎章時給予，並在設計上考量合併增量「子獎章（sub-badges）」提高不可預期獎章難度級別及驚喜感，學習者於同時達成2項可預期獎章任務的條件而獲得獎章後，才算完成複數任務獎章目標，讓學習者展示更複雜的學習及遊戲技能，激勵並進一步引導實現進階學習目標。
然而並不是所有學習者皆適合數位遊戲式學習機制，因為個體差異會影響學習者在學習過程中的各種表現，因此還要再考慮學習者的個體差異，而焦慮是影響外語學習成效的一個重要因素，因為焦慮可能是學生拒絕外語的一個因素。過去探討英語焦慮相關研究，多著重於探討對學習者焦慮的影響，很少有研究將焦慮設為自變項，考慮在數位遊戲式學習的背景下檢查學習者焦慮的個體差異，因此本研究開發結合英語口說的線上角色扮演之遊戲式學習系統「傳奇島冒險」，結合可預期加不可預期獎章及複數任務獎章的元素，探討在融入不可預期獎章機制的遊戲式英語口說學習環境中，其對不同英語焦慮程度學習者的學習成效、遊戲成效、溝通意願及行為模式之影響及各變項之相關性。
本研究共有70名學習者，依據學習者填寫的外語課堂焦慮量表結果平均數，將學習者分成高英語焦慮程度39人及低英語焦慮程度31人，研究工具包含英語口說能力測驗、外語課堂焦慮量表、溝通意願量表及系統記錄檔。根據本研究的實驗結果表明，在融入不可預期獎章機制的遊戲式英語口說學習環境下，不同英語焦慮程度學習者的影響，主要發現有以下五點：（1）在英語口說學習成效方面，不同英語焦慮程度學習者在使用融入不可預期獎章機制的英語口說學習系統後，皆有顯著進步；而從組間的比較來看，在例句前測方面，低英語焦慮學習者顯著優於高英語焦慮學習者，但是後測及進步分數方面，皆沒有出現顯著的差異。（2）在遊戲成效方面，由於低英語焦慮學習者本身的英語能力較高，因此在遊戲成效中學習類以及與學習類相關的部分都是低英語焦慮學習者優於高英語焦慮學習者，例如學習類的挑戰任務完成數量及準確率達90%的次數等、遊戲類的等級、獎章類的隱藏獎章數量及獎章總數等。（3）在溝通意願方面，兩組學習者在使用完英語口說學習系統後，皆呈現顯著的進步，而從組間的比較來看，低英語焦慮學習者使用本系統前、後，其溝通意願大於高英語焦慮學習者，但高英語焦慮學習者溝通意願之進步幅度大於低英語焦慮學習者。（4）在行為模式方面，兩個組別的行為轉移大致上相同，行為轉移總數也差不多，其中高焦慮學習者較多學習類行為轉移，低焦慮學習者較多是輔助類行為轉移。（5）在相關性分析方面，在學習成效上與不同英語焦慮程度學習者呈現正相關，但是在溝通意願上，高英語焦慮學習者的溝通意願與學習成效呈現正相關，而低英語焦慮學習者的溝通意願與學習成效呈現無顯著的相關性。
本研究的結果有助於在數位遊戲式學習結合英語口說學習及加入不可預期獎章機制的研究者在探討不同英語焦慮程度學習者上，提供了未來研究的方向，此外，本研究開發的系統，也可以提供給未來教學者應用不同獎章機制於不同的教學環境中。

摘要(英)

In this era of globalization, English has become one of essential skills for International Communication, and speaking is considered the most difficult skill. In the traditional English teaching model, learners lack a practical environment to practice speaking, which leads to anxiety about speaking English, which in turn affects learners’ willingness to communicate with others. Therefore, more English-speaking practice channels and the use of different learning tools are needed.
In recent years many studies have used digital game-based learning to teach English speaking, increasing opportunities for learners practice speaking, making the learning process more interesting, and assisting learners to improve their learning motivation and learning effectiveness. In a digital game-based learning environment, the badge goals provided by the digital badge mechanism help enhance learners′ willingness to engage in learning activities. In the process of pursuing badge condition goals, learners can be given corresponding rewards when achieving different goals. Rewards and positive feedback can effectively make learners more immersed in learning activities. Although most literature shows that badge have the effect of motivating learners to continue learning, badges are not necessarily completely effective. They may weaken and lose their appeal over time. For the badge mechanism to be considered as a positive reinforcement, some research is beginning to use unexpected badges to add a sense of surprise to increase learners’ interest. Furthermore, a few studies have mentioned adding some unexpected badges to the expected badges, integrating the characteristics of the two badges, using the expected badges to conduct learners in goal setting, and adding unexpected badges to give surprises and stimulate learners′ curiosity, learning and exploration, prevent learners from studying for the sake of winning badges, and at the same time assist learners to achieve their goals and improve learning effectiveness. In addition, referring to the concept of "Metabadges" proposed by McGuire and Kampf (2015), a new unexpected multiple task badges mechanism with higher obtain conditions is added to the digital badge system, which is given to learners when they obtain badges with different task conditions, and the design considers incorporating incremental "sub-badges" to increase the difficulty level and sense of surprise of unexpected badges. Learners can only complete multiple task badges after completing the conditions of two expected badges tasks at the same time and receiving badges. Goals allow learners to demonstrate more complex learning and gaming skills, motivating and guiding them to achieve advanced learning goals.
However, not all learners are suitable for digital game-based learning mechanisms, because individual differences will affect learners’ performances in the learning process. Therefore, individual differences of learners must be considered, and anxiety is one of the important factors that affects the effectiveness of foreign language learning, because anxiety may be a factor of students rejecting foreign languages. In the past, studies related to English anxiety have mostly focused on exploring the impact on learners’ anxiety. Few studies have set anxiety as an independent variable and considered examining individual differences in learners’ anxiety in the context of digital game-based learning. Therefore, this study develops a game-based learning system "Legendary Island Adventure" that combines online role-playing with English speaking. It combines the elements of expected and unexpected badges and multiple task badges to explore the use of game-based English speaking learning environments that incorporate the unexpected badges mechanism, its impact on the learning performance, game performance, willingness to communicate and behavioral patterns of learners with different English anxiety levels and the correlation of each variable.
There were 70 learners in this study. Based on the average results of the Foreign Language Classroom Anxiety Scale filled out by the learners, the learners were divided into 39 learners with high English anxiety and 31 learners with low English anxiety. The research tools included English speaking ability test, Foreign Language Classroom Anxiety Scale, Willingness to Communicate Scale and system log files. According to the experimental results of this study, the main findings of the impact of learners with different levels of English anxiety in a game-based English speaking learning environment that incorporates the unexpected badges mechanism are as follows: (1) In terms of the effectiveness of English speaking learning , learners with different levels of English anxiety had made significant progress after using the English speaking learning system that incorporates the unexpected badges mechanism; and from the comparison between groups, in the pre-test of example sentences, learners with low English anxiety were significantly better than learners with high English anxiety, but there was no significant difference in the post-test and progress scores. (2) In terms of game effectiveness, since low English anxiety learners had higher English proficiency, in the game effectiveness of the learning category and the learning-related parts, low English anxiety learners were better than high English anxiety learners. For example, the number of completed learning challenge tasks and the number of times with an accuracy reach 90%, the game level, the number of hidden badges and the total number of badges in the badges category, etc. (3) In terms of willingness to communicate, both groups of learners showed significant progress after using the English-speaking learning system. From the comparison between the groups, the learners with low English anxiety before and after using the system showed significant improvement, the willingness to communicate was greater than learners with high English anxiety, but the improvement in communication willingness of learners with high English anxiety was greater than that of learners with low English anxiety. (4) In terms of behavior patterns, the behavior transfers of the two groups were roughly the same, and the total number of behavior transfers is also similar, high-anxiety learners had more learning-type behavior transfers, and low-anxiety learners had more auxiliary behavior transfers. (5) In terms of correlation analysis, there was a positive correlation between learning effectiveness and learners with different levels of English anxiety. However, in terms of willingness to communicate, there was a positive correlation between the communication willingness of high English anxiety learners and learning effectiveness, while for low English anxiety learners there was no significant correlation between the learners′ willingness to communicate and learning effectiveness.
The results of this study will be helpful for researchers who combine digital game-based learning with English speaking learning and add unexpected badges mechanisms to explore learners with different levels of English anxiety and provide future research directions. In addition, the system developed in this study can also be provided for future teachers to apply different badges mechanisms in different teaching environments.

關鍵字(中)

★ 數位遊戲式學習
★ 數位獎章機制
★ 數位遊戲式英語口說學習
★ 不可預期獎章
★ 外語焦慮
★ 英語口說學習成效
★ 遊戲成效
★ 溝通意願
★ 行為模式

關鍵字(英)

★ digital game-based learning
★ digital badge mechanisms
★ digital game-based English-speaking learning
★ unexpected badge
★ foreign language anxiety
★ English-speaking performance
★ gaming performance
★ willingness to communicate
★ behavioral pattern

論文目次

目錄
摘要 i
Abstract iii
致謝 vii
目錄 viii
圖目錄 xi
表目錄 xiii
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的 6
1.3 研究問題 7
1.4 研究的重要性 7
1.5 名詞解釋 9
第二章文獻探討 12
2.1 數位遊戲式學習 12
2.1.1遊戲特徵 12
2.1.2遊戲式學習對學習成效的影響 14
2.2 數位獎章機制 16
2.2.1可預期獎章應用在教育 17
2.2.2融入不可預期獎章應用在教育 18
2.3 數位遊戲式英語口說學習 21
2.3.1 英語口說的重要性 21
2.3.2 ASR應用於英語口說學習 22
2.3.3數位遊戲式英語口說學習 23
2.3.4溝通意願 24
2.4英語口說焦慮 26
2.4.1英語口說學習焦慮之定義 26
2.4.2焦慮對英語口說學習的影響 27
2.4.3利用DGBL改善英語口說焦慮 27
2.5 行為模式 29
2.6 文獻探討小結 31
第三章系統設計與實作 34
3.1 系統設計理念 34
3.2 學習內容 38
3.3 系統架構 40
3.3.1獎章機制 41
3.3.2多樣化的任務類型 47
3.3.3英語口說學習及語音辨識機制 59
3.3.4輔助工具 59
3.3.5即時回饋機制 63
3.4系統操作流程 65
第四章研究方法 69
4.1 研究設計 69
4.2 研究對象 71
4.3 研究工具 71
4.3.1 英語口說能力測驗 71
4.3.2 外語課堂焦慮量表（FLCAS） 74
4.3.3 溝通意願量表（WTCS） 74
4.3.4 系統記錄檔 75
4.4 行為編碼 77
4.5 實驗流程 80
4.6 資料收集與分析 81
第五章研究結果與討論 84
5.1不同英語焦慮程度學習者對英語口說學習成效、遊戲成效、溝通意願及行為模式之影響 84
5.1.1 不同英語焦慮程度學習者對英語口說學習成效之影響 84
5.1.2 不同英語焦慮程度學習者對遊戲成效之影響 88
5.1.3 不同英語焦慮程度學習者對溝通意願之影響 93
5.1.4 不同英語焦慮程度學習者行為模式之影響 95
5.2不同英語焦慮程度學習者英語口說學習成效及溝通意願之間的相關性 106
5.2.1高英語焦慮程度學習者英語口說學習成效及溝通意願之相關性分析 106
5.2.2低英語焦慮程度學習者英語口說學習成效及溝通意願之相關性分析 107
5.2.3本節結果彙整 107
5.3 綜合討論 108
5.3.1不同英語焦慮程度學習者對英語口說學習成效之影響 108
5.3.2不同英語焦慮程度學習者對遊戲成效之影響 109
5.3.3不同英語焦慮程度學習者對溝通意願之影響 111
5.3.4不同英語焦慮程度學習者行為模式之影響 112
5.3.5不同英語焦慮程度學習者英語口說學習成效及溝通意願之間的相關性 113
第六章結論與建議 115
6.1 研究結論 115
6.1.1不同英語焦慮程度學習者對英語口說學習成效、遊戲成效、溝通意願及行為模式之影響 115
6.1.2不同英語焦慮程度學習者英語口說學習成效及溝通意願之間的相關性 117
6.2 研究貢獻 117
6.3 未來工作 119
6.3.1 研究設計改善 119
6.3.2 系統設計改善建議 121
參考文獻 122
附錄一實驗研究參與同意書 133
附錄二英語口說能力測驗-前測 134
附錄三英語口說能力測驗-後測 135
附錄四口說焦慮量表 136
附錄五溝通意願量表-實驗前 137
附錄六溝通意願量表-實驗後 138

參考文獻

中文文獻：
彭琮樺 (2021)。探討獎章機制與英語口說能力對英語口說學習成效、遊戲成效、學習動機、遊戲心流及行為模式之影響──以大型多人線上角色扮演遊戲為例(碩士論文)。國立中央大學，桃園市。
英文文獻：
Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217-232.
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., ... & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International, 2022.
Ahn, T. Y., & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786.
All, A., Castellar, E. N. P., & Van Looy, J. (2021). Digital Game-Based Learning effectiveness assessment: Reflections on study design. Computers & Education, 167, 104160.
Baghaei, P., Dourakhshan, A., & Salavati, O. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. MJAL, 4(2), 53-67.
Bai, S. (2023). The predictive effects of foreign language anxiety and boredom on willingness to communicate among Chinese struggling EFL learners. Heliyon, 9(9).
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187.
Berry, D. M. (2021). Level up Your Pronunciation: Impact of a Mobile Game. MEXTESOL Journal, 45(1), n1.
Biles, M. L., Plass, J. L., & Homer, B. D. (2020). Designing digital badges for educational games: The impact of badge type on student motivation and learning. In Learning and performance assessment: Concepts, methodologies, tools, and applications (pp. 1349-1369). IGI Global.
Blair, L., Bowers, C., Cannon-Bowers, J., & Gonzalez-Holland, E. (2016). Understanding the Role of Achievements in Game-Based Learning. International Journal of Serious Games, 3(4).
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-social and behavioral sciences, 2(2), 1305-1309.
Brauer, S., Siklander, P., & Ruhalahti, S. (2017). Motivation in digital open badge-driven learning in vocational teacher education. Ammattikasvatuksen aikakauskirja, 19(3), 7-23.
Bueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432.
Chen, C. C., & Tu, H. Y. (2021). The effect of digital game-based learning on learning motivation and performance under social cognitive theory and entrepreneurial thinking. Frontiers in psychology, 12, 750711.
Chen, C. H., Huang, K., & Liu, J. H. (2020). Inquiry-enhanced digital game-based learning: Effects on secondary students’ conceptual understanding in science, game performance, and behavioral patterns. The Asia-Pacific Education Researcher, 29, 319-330.
Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68, 1855-1873.
Chen, I. J., Chang, Y. H., & Chang, W. H. (2016). I Learn What I Need: Needs Analysis of English Learning in Taiwan. Universal Journal of Educational Research, 4(1), 1-5.
Chen, S. Y., & Chang, Y. M. (2020). The impacts of real competition and virtual competition in digital game-based learning. Computers in Human Behavior, 104, 106171.
Cheng, C. H., & Su, C. H. (2012). A Game-based learning system for improving student′s learning effectiveness in system analysis course. Procedia-Social and Behavioral Sciences, 31, 669-675.
Cheng, M. T., Lin, Y. W., & She, H. C. (2015). Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. Computers & Education, 86, 18-29.
Chang, W. L., & Yeh, Y. C. (2021). A blended design of game-based learning for motivation, knowledge sharing and critical thinking enhancement. Technology, Pedagogy and Education, 30(2), 271-285.
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751.
Cosme Jr, L., Turchen, L. M., & Guedes, R. N. C. (2020). Insect world: game-based learning as a strategy for teaching entomology. The American Biology Teacher, 82(4), 210-215.
Dai, C. P., Ke, F., & Pan, Y. (2022). Narrative-supported math problem solving in digital game-based learning. Educational technology research and development, 70(4), 1261-1281.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of educational research, 71(1), 1-27.
Dickey, M. D. (2007). Game design and learning: A conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55, 253-273.
Elkordy, A. (2016). Development and implementation of digital badges for learning science, technologly, engineering and math (STEM) practices in secondary contexts: A pedagogical approach with empirical evidence. Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies, 483-508.
Facey-Shaw, L., Specht, M., & Bartley-Bryan, J. (2018, October). Digital badges for motivating introductory programmers: Qualitative findings from focus groups. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-7). IEEE.
Fanfarelli, J. R., & McDaniel, R. (2015, July). Digital badges for deliberate practice: Designing effective badging systems for interactive communication scenarios. In Proceedings of the 33rd Annual International Conference on the Design of Communication (pp. 1-8).
Fanfarelli, J., Vie, S., & McDaniel, R. (2015). Understanding digital badges through feedback, reward, and narrative: a multidisciplinary approach to building better badges in social environments. Communication Design Quarterly Review, 3(3), 56-60
Fanfarelli, J. R., & McDaniel, R. (2017). Exploring digital badges in university courses: Relationships between quantity, engagement, and performance. Online Learning, 21(2), n2.
Galli, L., & Fraternali, P. (2014). Achievement systems explained. In Trends and applications of serious gaming and social media (pp. 25-50). Singapore: Springer Singapore.
Garnett, T., & Button, D. (2018). The use of digital badges by undergraduate nursing students: A three-year study. Nurse education in practice, 32, 1-8.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer assisted language learning, 27(1), 70-105.
Hamari, J., & Eranti, V. (2011, September). Framework for Designing and Evaluating Game Achievements. In Digra conference (Vol. 10, No. 1.224, p. 9966).
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hou, H. T. (2013). Analyzing the Behavioral Differences between Students of Different Genders, Prior Knowledge and Learning Performance with an Educational MMORPG: A Longitudinal Case Study in an Elementary School. British Journal of Educational Technology, 44(3).
Hou, H. T., Wu, C. S., & Wu, C. H. (2023). Evaluation of a mobile-based scaffolding board game developed by scaffolding-based game editor: analysis of learners’ performance, anxiety and behavior patterns. Journal of Computers in Education, 10(2), 273-291.
Huang, B. G., Yang, J. C., & Chen, S. Y. (2021). An investigation of the approaches for integrating learning materials and digital games: a prior ability perspective. Universal Access in the Information Society, 20, 57-68.
Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789-797.
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104.
Hurst, E. J. (2015). Digital badges: Beyond learning incentives. Journal of Electronic Resources in Medical Libraries, 12(3), 182-189.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Hwang, G. J., Chu, H. C., & Yin, C. (2017). Objectives, methodologies and research issues of learning analytics. Interactive Learning Environments, 25(2), 143-146.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students′ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42.
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, 623-638.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
Hwang, W. Y., Chen, H. S., Shadiev, R., Huang, R. Y. M., & Chen, C. Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer assisted language learning, 27(5), 359-378.
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
Inal, Y., & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455-464.
Joseph, M. A., Natarajan, J., Buckingham, J., & Al Noumani, M. (2021). Using digital badges to enhance nursing students’ attendance and motivation. Nurse Education in Practice, 52, 103033.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. Tesol Quarterly, 50(1), 154-180.
Li, F. Y., Hwang, G. J., Chen, P. Y., & Lin, Y. J. (2021). Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns. Computers & Education, 173, 104293.
Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43-55.
Lu, J., Yu, C. S., & Liu, C. (2003). Learning style, learning patterns, and learning performance in a WebCT-based MIS course. Information & Management, 40(6), 497-507.
MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The modern language journal, 82(4), 545-562.
MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75(3), 296-304.
Marzec-Stawiarska, M. (2014). Investigating foreign language speaking anxiety among advanced learners of English. In Issues in teaching, learning and testing speaking in a second language (pp. 103-119). Berlin, Heidelberg: Springer Berlin Heidelberg.
McDaniel, R., & Fanfarelli, J. R. (2015, March). How to Design Experimental Research Studies around Digital Badges. In OBIE@ LAK (pp. 30-35).
McGuire, M., & Kampf, C. (2015, July). Using social media sentiment analysis for interaction design choices: An exploratory framework. In Proceedings of the 33rd Annual International Conference on the Design of Communication (pp. 1-7).
Mulyono, H., & Saskia, R. (2021). Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. Cogent Education, 8(1), 1911282.
Newby, T. J., & Cheng, Z. (2020). Instructional digital badges: Effective learning tools. Educational Technology Research and Development, 68, 1053-1067.
Oblinger, D. (2004). The next generation of educational engagement. Journal of interactive media in education, 2004(1).
Oh, E. Y., & Song, D. (2021). Developmental research on an interactive application for language speaking practice using speech recognition technology. Educational Technology Research and Development, 69(2), 861-884.
Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of language and Linguistic Studies, 10(1), 1-17.
Peterson, M. (2016). The use of massively multiplayer online role-playing games in CALL: An analysis of research. Computer Assisted Language Learning, 29(7), 1181-1194.
Prensky, M. (2001). The games generations: How learners have changed. Digital game-based learning, 1(1), 1-26.
Rachayon, S., & Soontornwipast, K. (2019). The effects of task-based instruction using a digital game in a flipped learning environment on English oral communication ability of Thai undergraduate nursing students. English Language Teaching, 12(7), 12-32.
Reid, A. J., Paster, D., & Abramovich, S. (2015). Digital badges in undergraduate composition courses: Effects on intrinsic motivation. Journal of Computers in Education, 2, 377-398.
Reinders, H., & Wattana, S. (2014). Can I say something? The effects of digital gameplay on willingness to communicate.
Ryu, D. (2013). Play to learn, learn to play: Language learning through gaming culture. ReCALL, 25(2), 286-301.
Sera, L., & Wheeler, E. (2017). Game on: The gamification of the pharmacy classroom. Currents in Pharmacy Teaching and Learning, 9(1), 155-159.
Sodiqovna, A. M. (2021, February). TEACHING FOREIGN LANGUAGES WITH TECHNOLOGY. In Archive of Conferences (Vol. 15, No. 1, pp. 58-61).
Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory. Palo Alto, CA: Consulting Psychologists Press.
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of computer assisted learning, 26(5), 370-378.
Sung, H. Y., & Hwang, G. J. (2018). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 26(1), 118-134.
Tai, T. Y., & Chen, H. H. J. (2020). The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 1-18.
Tai, T. Y., & Chen, H. H. J. (2023). The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 31(3), 1485-1502.
Tejedor-Garcia, C., Escudero-Mancebo, D., Cardeñoso-Payo, V., & González-Ferreras, C. (2020). Using challenges to enhance a learning game for pronunciation training of English as a second language. IEEE Access, 8, 74250-74266.
Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal, 4(1), 16-27.
Tisza, G., Zhu, S., & Markopoulos, P. (2021). Fun to Enhance Learning, Motivation, Self-efficacy, and Intention to Play in DGBL. In Entertainment Computing–ICEC 2021: 20th IFIP TC 14 International Conference, ICEC 2021, Coimbra, Portugal, November 2–5, 2021, Proceedings 20 (pp. 28-45). Springer International Publishing.
Wang, J. H., Chen, S. Y., & Chan, T. W. (2016). An investigation of a joyful peer response system: High ability vs. low ability. International Journal of Human-Computer Interaction, 32(6), 431-444.
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference‐matching on flow experience and programming performance in game‐based learning. Innovations in Education and Teaching International, 47(1), 39-52.
Wang, W., Gan, H., Wang, X., Lu, H., & Huang, Y. (2022). Initiatives and challenges in using gamification in transportation: a systematic mapping. European Transport Research Review, 14(1), 1-19.
Wang, Y. H., & Young, S. C. (2015). Effectiveness of feedback for enhancing English pronunciation in an ASR‐based CALL system. Journal of Computer Assisted Learning, 31(6), 493-504.
Wang, Z., & Han, F. (2021). Developing English language learners’ oral production with a digital game-based mobile application. Plos one, 16(1), e0232671.
Wu, T. T., & Sung, T. W. (2021). Analysis of the effects of a game-based review system integrated with the hierarchy of learning on learning outcomes in an elementary social science course. Interactive Learning Environments, 1-21.
Yamazaki, K. (2018). Computer-assisted learning of communication (CALC): A case study of Japanese learning in a 3D virtual world. ReCALL, 30(2), 214-231.
Yang, F. C. O., Chen, H. H., Wu, W. C. V., & Yang, J. C. (2017, July). Evaluating the effectiveness of English speaking and learning attitude for elementary students in a digital game-based learning environment. In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 569-572). IEEE.
Yang, J. C., & Chen, S. Y. (2020). An investigation of game behavior in the context of digital game-based learning: An individual difference perspective. Computers in Human Behavior, 112, 106432.
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., 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.
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. (2019). Effects of children’s trait emotional intelligence on digital game-based learning. International Journal of Human–Computer Interaction, 35(4-5), 374-383.
Yang, K. H. (2017). Learning behavior and achievement analysis of a digital game-based learning approach integrating mastery learning theory and different feedback models. Interactive Learning Environments, 25(2), 235-248.
Yang, K. H., & Lu, B. C. (2021). Towards the successful game-based learning: Detection and feedback to misconceptions is the key. Computers & Education, 160, 104033.
Yang, Y. F., Hsieh, W. M., Wong, W. K., Hong, Y. C., & Lai, S. C. (2022). Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game. Computer Assisted Language Learning, 1-23.
Yen, Y. C., Hou, H. T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning, 28(5), 383-406.
Young, S. S. C., & Wang, Y. H. (2014). The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239-251.
Yu, Y. T., & Tsuei, M. (2022). The effects of digital game-based learning on children’s Chinese language learning, attention and self-efficacy. Interactive Learning Environments, 1-20.
Zarrinabadi, N., Khodarahmi, E., & Shahbazi, H. (2021). On the effect of using a flipped classroom methodology on Iranian EFL learners’ willingness to communicate. In New Perspectives on Willingness to Communicate in a Second Language (pp. 155-167). Cham: Springer International Publishing.
Zhang, S., Liu, Q., Chen, W., Wang, Q., & Huang, Z. (2017). Interactive networks and social knowledge construction behavioral patterns in primary school teachers′ online collaborative learning activities. Computers & Education, 104, 1-17.
Zhao, J. H., Panjaburee, P., Hwang, G. J., & Wongkia, W. (2023). Effects of a self-regulated-based gamified virtual reality system on students’ English learning performance and affection. Interactive Learning Environments, 1-28.
Zhou, L., Chen, L., Fan, Q., & Ji, Y. (2019). Students’ perception of using digital badges in blended learning classrooms. Sustainability, 11(7), 2151.
Zin, N. A. M., Jaafar, A., & Yue, W. S. (2009). Digital game-based learning (DGBL) model and development methodology for teaching history. WSEAS transactions on computers, 8(2), 322-333.
Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: where are we and where are we going?. Computer Assisted Language Learning, 34(5-6), 751-777.

指導教授

楊接期(Jie-Chi Yang)

審核日期

2024-1-22

推文