探討不同表現目標導向之學習者使用帶有不確定性遊戲機制之數位遊戲式學習系統的學習成效、遊戲成效、學習動機及學習觀感之影響－以日文擬聲擬態詞為例

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：64

、訪客IP：3.16.50.224

姓名

丘詠暄(Yong-Syuan Chiu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討不同表現目標導向之學習者使用帶有不確定性遊戲機制之數位遊戲式學習系統的學習成效、遊戲成效、學習動機及學習觀感之影響－以日文擬聲擬態詞為例
(Exploring the Effects of Uncertainty-Based Digital Game-Based Learning System on Learning Performance, In-Game Performance, Learning Motivation, and Learning Perception Among Learners with Different Performance Goal Orientations: A Case Study of Japanese Onomatopoeia)

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)

在當今全球化的時代，學習外語是跨國溝通的必備能力，其中日文是目前第二受歡迎的學習語言，而在貼近日常生活的日文中，又以擬聲詞、擬態詞為口語對話中使用頻率最高的，但對於學習日文的外國人來說，日文擬聲擬態詞很難被學習掌握。而數位遊戲式語言學習(Digital Game Based Language Learning, DGBLL)越來越受到語言學習者、教育工作者和研究人員的關注，研究顯示DGBL能成為外語詞彙學習上非常有效的工具，但過去關於探討數位遊戲式語言學習的研究多數為研究英語學習，DGBL在日文學習上的領域尚未得到充分研究，更鮮少有研究探討以DGBL學習日文擬聲擬態詞。
過去的研究顯示數位遊戲式學習存在各種目標，從而使具有不同表現目標導向的學習者可能會導致不同的學習表現。過去有研究表示學生更偏好遊玩融入不確定性的學習遊戲，並且帶有遊戲不確定性的設計能提高他們的參與度與學習動機，但目前的研究中整合不確定性因素到學習遊戲中仍存在挑戰。再加上現有的DGBL研究中對於遊戲不確定性仍存在一些缺陷和限制，因此本研究設計一款結合不確定性遊戲機制的數位遊戲式日文擬聲擬態詞學習系統，並針對不同表現目標導向的特性進行遊戲設計，目的為探討不同表現目標導向的學習者使用本研究系統學習日文擬聲擬態詞的學習成效、遊戲成效、學習動機以及學習觀感的差異，並探討各個變項之間相關性。
本研究採用量化分析法，總共42名的日文系大學生參與研究實驗，根據填寫表現目標導向量表的結果分為兩組，其中趨向表現目標導向有24名學習者，逃避表現目標導向有18名學習者，研究工具包含日文擬聲擬態詞能力測驗、學習動機量表、學習觀感量表與系統紀錄檔，實驗總時長為100分鐘。
本研究的主要發現包含以下五點：(1)不同表現目標導向的學習者(趨向與逃避)在系統介入後，皆顯著提升他們的日文擬聲擬態詞能力水平，並且逃避表現目標導向之學習者的日文擬聲擬態詞能力前後測進步分數顯著高於趨向表現目標導向之學習者；(2)在遊戲成效中，逃避表現目標導向之學習者在學習區閱讀教材次數上顯著高於趨向表現目標導向，而在其他各方面的遊戲成效皆為趨向表現目標導向顯著高於逃避表現目標導向；(3)兩組學習者在學習觀感上並無顯著差異；(4)逃避表現目標導向之學習者在內在動機上比起趨向表現目標導向之學習者有更高的動機，而兩組學習者在外在動機與整體動機上皆沒有顯著差異；(5)兩組學習者在學習觀感與學習動機以及學習成效與遊戲成效的平均挑戰分數皆有顯著正相關，而趨向表現目標導向在學習觀感與遊戲成效有比較多的相關性，逃避表現目標在學習成效與遊戲成效的累積越多教材次數有正相關，在相關性總數上為趨向表現目標導向多於逃避表現目標導向。
綜合上述研究結果，本研究開發之帶有不確定性遊戲機制之數位遊戲式日文擬聲擬態詞學習系統，對於不論是趨向還是逃避表現目標導向的學習者來說，皆能提升他們的日文擬聲擬態詞學習成效，並且逃避表現目標的學習者在能力測驗的進步幅度上顯著高於趨向表現目標的學習者，在遊戲成效上觀察到趨向表現目標導向之學習者在多數項目表現得比逃避表現目標導向好，但逃避表現目標導向在閱讀教材次數上則顯著高過趨向表現目標導向，以及發現他們在學習觀感與學習動機上的異同及相關性，提供未來研究者參考並設立研究方向。

摘要(英)

In today′s globalized era, learning foreign languages is an essential skill for cross-cultural communication. Japanese has become the second most popular language to learn, largely due to Japan′s diverse media industries and culture, such as drama, animation, and manga, which attract many international students. Japanese onomatopoeia is frequently used in everyday spoken Japanese, yet it poses significant learning challenges for non-native speakers. Digital game-based language learning (DGBLL) has gained increasing attention from language learners, educators, and researchers. Studies have shown that digital game-based learning (DGBL) can be an effective tool for foreign language vocabulary acquisition. However, most existing research focuses on English learning, leaving the field of Japanese learning, particularly the study of Japanese onomatopoeia through DGBL, underexplored.
Previous research indicates that DGBL encompasses various goals, potentially leading to different learning performances among learners with different performance goal orientations. Studies suggest that students prefer learning games incorporating elements of uncertainty, which can enhance their engagement and learning motivation. However, integrating uncertainty into learning games remains a challenge, and current DGBL studies have limitations in addressing this factor. This study, therefore, designs a digital game-based learning system for Japanese onomatopoeia that incorporates game mechanisms with uncertainty, tailored to different performance goal orientations. The study aims to explore the differences in learning performance, in-game performance, learning motivation, and learning perception among learners with performance-approach and performance-avoidance orientations using this system, as well as the correlations between these variables.
This study employs quantitative analysis with 42 Japanese major university students participating in the experiment. Based on the results of a performance goal orientation questionnaire, students were divided into two groups: 24 learners with performance-approach orientation and 18 learners with performance-avoidance orientation. Research tools included a Japanese onomatopoeia proficiency test, a learning motivation scale, a learning perception scale, and system log files. The experiment lasted for a total of 100 minutes.
The main findings of this study are as follows: (1) Learners with different performance goal orientations (performance-approach and performance-avoidance) significantly improved their proficiency in Japanese onomatopoeia after using the system, with performance-avoidance learners showing significantly higher improvement scores compared to performance-approach learners; (2) In terms of in-game performance, performance-avoidance learners significantly outperformed performance-approach learners in the number of times they read the material in the learning zone, while performance-approach learners excelled in other aspects of in-game performance; (3) There was no significant difference in learning perception between the two groups; (4) Performance-avoidance learners demonstrated higher intrinsic motivation compared to performance-approach learners, while there was no significant difference in extrinsic motivation and overall motivation between the two groups; (5) There were significant positive correlations between learning perception and learning motivation, as well as between learning performance and the average challenge score of in-game performance for both groups. Performance-approach learners exhibited more correlations between learning perception and in-game performance, while performance-avoidance learners showed a positive correlation between learning performance and the cumulative number of materials read in-game, with performance-approach learners having more total correlations than performance-avoidance learners.
In summary, the digital game-based learning system for Japanese onomatopoeia with incorporated uncertainty game mechanisms developed in this study was effective in improving the learning performance of both performance-approach and performance-avoidance learners. Performance-avoidance learners showed significantly higher improvement in proficiency tests than performance-approach learners. In terms of in-game performance, performance-approach learners outperformed in most aspects, while performance-avoidance learners read the material more frequently. The study also identified differences and correlations in learning perception and learning motivation between the groups, providing insights and directions for future research.

關鍵字(中)

★ 數位遊戲式學習
★ 不確定性
★ 日文擬聲擬態詞
★ 趨向表現目標
★ 逃避表現目標
★ 學習成效
★ 遊戲成效
★ 學習觀感
★ 學習動機

關鍵字(英)

★ digital game-based learning
★ uncertainty
★ Japanese onomatopoeia
★ performance-approach
★ performance-avoidance
★ learning performance
★ in-game performance
★ learning perception
★ learning motivation

論文目次

摘要 i
ABSTRACT iii
致謝 vi
目錄 vii
圖目錄 x
表目錄 xii
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 3
1.4 研究重要性 4
1.5 名詞解釋 4
第二章文獻探討 7
2.1 數位遊戲式學習 7
2.2 不確定性 8
2.3 日文擬聲擬態詞 10
2.4 表現目標導向 11
2.5 文獻探討小節 13
第三章系統設計與開發 14
3.1 系統設計理念 14
3.1.1 系統架構設計理念 14
3.1.2 遊戲機制設計理念 15
3.2 系統架構 17
3.2.1 學習區 18
3.2.2 挑戰區 20
3.2.3 排行榜 25
3.2.4 角色 26
3.3 學習內容 27
3.4 開發工具 28
3.5 系統操作流程 28
第四章研究方法 34
4.1 研究設計 34
4.2 研究對象 35
4.3 研究工具 36
4.3.1 表現目標導向量表 36
4.3.2 日文擬聲擬態詞能力測驗 37
4.3.3 學習動機量表 37
4.3.4 學習觀感問卷 38
4.3.5 系統記錄檔 39
4.4 實驗流程 40
4.5 資料蒐集與分析 41
4.5.1 信度分析(Reliability Analysis) 42
4.5.2 無母數分析(Non-parametric test) 42
4.5.2.1 魏克生符號檢定(Wilcoxon rank-sum test) 42
4.5.2.2 曼-惠特尼U檢驗(Mann-Whitney U test) 42
4.5.2.3 斯皮爾曼等級相關係數分析(Spearman Correlation) 42
第五章研究結果與討論 44
5.1 不同(趨向及逃避)表現目標導向的學習者之日文擬聲擬態詞學習成效、遊戲成效、學習動機以及學習觀感之影響 44
5.1.1 不同表現目標導向之學習者於學習成效的影響 44
5.1.2 不同表現目標導向之學習者於遊戲成效的影響 46
5.1.2.1 學習區之遊戲成效 47
5.1.2.2 挑戰區之遊戲成效 48
5.1.2.3 輔助功能之遊戲成效 49
5.1.3 不同表現目標導向之學習者於學習動機的影響 51
5.1.4 不同表現目標導向之學習者於學習觀感的影響 52
5.2 不同(趨向及逃避)表現目標導向的學習者之日文擬聲擬態詞學習成效、遊戲成效、學習動機以及學習觀感之間的相關性 54
5.3 綜合討論 56
5.3.1 不同表現目標導向學習者對於學習成效之影響 56
5.3.2 不同表現目標導向學習者對於遊戲成效之影響 57
5.3.3 不同表現目標導向學習者對於學習動機之差異 58
5.3.4 不同表現目標導向學習者對於學習觀感之差異 59
5.3.5 不同表現目標導向學習者之日文擬聲擬態詞學習成效、遊戲成效、學習動機與學習觀感之間的相關性 59
第六章結論與建議 61
6.1 研究結論 61
6.1.1 不同表現目標導向(趨向與逃避)之學習者對於日文擬聲擬態詞學習成效、遊戲成效、學習動機及學習觀感之影響 61
6.1.2 不同表現目標導向(趨向與逃避)之學習者其日文擬聲擬態詞學習成效、遊戲成效、學習動機及學習觀感之相關性 62
6.2 研究貢獻 62
6.3 未來展望與侷限 64
6.3.1 研究面向 64
6.3.2 系統開發面向 66
參考文獻 67
附錄一知情同意書 73
附錄二成就目標導向量表 74
附錄三日文擬聲擬態詞能力測驗-前測 76
附錄四日文擬聲擬聲詞能力測驗-後測 78
附錄五學習動機量表 80
附錄六學習觀感量表 81
附錄七教材列表 83

參考文獻

一、中文部分
彭立欣(2022)。探討數位遊戲式學習情境中不同表現目標導向對於大學生日語擬聲擬態詞的學習成效、遊戲成效、自我效能、學習觀感及行為模式之影響(未出版之碩士論文)。國立中央大學網路學習科技研究所碩士論文。
二、日文部分
角岡賢一. (2007). 日本語オノマトペ語彙における形態的・音韻的体系性について. くろしお出版.
三、英文部分
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(2), 217-232. https://doi.org/10.1007/s11423-013-9289-2
Alexiou, A., & Schippers, M. C. (2018). Digital game elements, user experience and learning: A conceptual framework. Education and Information Technologies, 23, 2545-2567. https://doi.org/10.1007/s10639-018-9730-6
All, A., Castellar, E. N. P., & Van Looy, J. (2021). Digital Game-Based Learning effectiveness assessment: Reflections on study design. Computers & Education, 167, 104160. https://doi.org/10.1016/j.compedu.2021.104160
Andersen, M. M., Kiverstein, J., Miller, M., & Roepstorff, A. (2023). Play in predictive minds: A cognitive theory of play. Psychological Review, 130(2), 462–479. https://doi.org/10.1037/rev0000369
Anselme, P. (2013). Dopamine, motivation, and the evolutionary significance of gambling-like behaviour. Behavioural Brain Research, 256, 1-4. https://doi.org/10.1016/j.bbr.2013.07.039
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6p1), 359. https://doi.org/10.1037/h0043445
Belland, B., Walker, A., Kim, N., & Lefler, M. (2016). Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education. Review of Educational Research, 87, 309 - 344. https://doi.org/10.3102/0034654316670999
Camacho-Sánchez, R., Rillo-Albert, A., & Lavega-Burgués, P. (2022). Gamified digital game-based learning as a pedagogical strategy: Student academic performance and motivation. Applied Sciences, 12(21), 11214. https://doi.org/10.3390/app122111214
Capelle, J. D., Senker, K., Fries, S., & Grund, A. (2023). Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Frontiers in Psychology, 14, 1224533. https://doi.org/10.3389/fpsyg.2023.1224533
Chen, C.-H., Hwang, G.-J., & Tsai, C.-H. (2014). A Progressive Prompting Approach to Conducting Context-Aware Learning Activities for Natural Science Courses. Interacting with Computers, 26(4), 348-359. https://doi.org/10.1093/iwc/iwu004
Clifford, M. M. (1988). Failure tolerance and academic risk‐taking in ten‐to twelve‐year‐old students. British Journal of Educational Psychology, 58(1), 15-27. https://doi.org/10.1111/j.2044-8279.1988.tb00875.x
Clifford, M. M., & Chou, F. C. (1991). Effects of payoff and task context on academic risk taking. Journal of Educational Psychology, 83(4), 499. https://doi.org/10.1037/0022-0663.83.4.499
Costikyan, G. (2013). Uncertainty in games. Mit Press.
Deterding, S., Andersen, M., Kiverstein, J., & Miller, M. (2022). Mastering uncertainty: A predictive processing account of enjoying uncertain success in video game play. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.924953
Diaconu-Gherasim, L. R., Tepordei, A. M., Mairean, C., & Rusu, A. (2019). Intelligence beliefs, goal orientations and children’s academic achievement: does the children’s gender matter?. Educational Studies, 45(1), 95-112. https://doi.org/10.1080/03055698.2018.1443796
Dingxiu, Y. (2013). Analysis of Onomatopoeia in Japanese Advertisements. Journal of Guangdong Polytechnic Normal University.
Duchesne, S., & Ratelle, C. F. (2020). Achievement goals, motivations, and social and emotional adjustment in high school: a longitudinal mediation test. Educational Psychology, 40(8), 1033–1051. https://doi.org/10.1080/01443410.2020.1778641
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232. https://doi.org/10.1037/0022-3514.72.1.218
Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. Handbook of competence and motivation: Theory and application, 2, 43-60.
Elliot, A., & McGregor, H. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology - PSP, 80, 501-519. https://doi.org/10.1037//00223514.80.3.501
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628. https://doi.org/10.1037/0022-0663.100.3.613
Guarini, P., Rossi, M., Di Fuccio, R., & Scarinci, A. (2022). Applying gamification in learning processes: good practices and recommendations about how serious games can enhance students′ learning skills. Italian Journal of Health Education, Sport and Inclusive Didactics, 6(1). https://doi.org/10.32043/gsd.v6i1.563
Hamano, S. S. (1986). The sound-symbolic system of Japanese (ideophones, onomatopoeia, expressives, iconicity). University of Florida.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562
Harter, S. (1974). Pleasure derived by children from cognitive challenge and mastery. Child development, 661-669. https://doi.org/10.2307/1127832
Holt, Jon, and Teppei Fukuda. “‘The Power of Onomatopoeia in Manga’ an Essay by Natsume Fusanosuke with Translators’ Introduction.” Japanese Language and Literature 56, no. 1 (2022): 157–84. https://www.jstor.org/stable/27184611
Howard-Jones, P.A., Demetriou, S. Uncertainty and engagement with learning games. Instr Sci 37, 519–536 (2009). https://doi.org/10.1007/s11251-008-9073-6
Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454-476. https://doi.org/10.4219/jaa-2007-5
Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23, 359-388. https://doi.org/10.1007/s10648-011-9155-x
Huang, C. (2012). Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis. Journal of Educational Psychology, 104(1), 48–73. https://doi.org/10.1037/a0026223
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A metaanalytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422–449. https://doi.org/10.1037/a0018947
Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1, 151-166. https://doi.org/10.1007/s40692-014-0008-8
Hwang, G. J., & Chen, C. H. (2017). Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950-971. https://doi.org/10.1111/bjet.12464
Hwang, W.-Y., Shih, T. K., Ma, Z.-H., Shadiev, R., & Chen, S.-Y. (2015). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language. https://doi.org/10.1080/09588221.2015.1016438
Ibanez, M. B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301. https://doi.org/10.1109/TLT.2014.2329293
İncekara, H., & Taşdemir, Ş. (2019). The Design Of A Digital Game For Developing Four Operations Skills In Mathematics And Its Effects On Student Success. Gazi Journal of Engineering Sciences, 5(3), 227-236. https://doi.org/10.30855/gmbd.2019.03.03
Jotov, M. (2020). Onomatopoeia in Japanese cultural context. Bastina. https://doi.org/10.5937/bastina30-29446.
Kim, J. I., Schallert, D. L., & Kim, M. (2010). An integrative cultural view of achievement motivation: Parental and classroom predictors of children′s goal orientations when learning mathematics in Korea. Journal of Educational Psychology, 102, 418–437. https://doi.org/10.1037/a0018676
King, R. B. (2015). Examining the dimensional structure and nomological network of achievement goals in the Philippines. Journal of Adolescence, 44, 214-218. https://doi.org/10.1016/j.adolescence.2015.07.019
King, R. B. (2016). Is a performance-avoidance achievement goal always maladaptive? Not necessarily for collectivists. Personality and Individual Differences, 99, 190-195. https://doi.org/10.1016/j.paid.2016.04.093
Lerang, M. S., Ertesvåg, S. K., & Havik, T. (2019). Perceived classroom interaction, goal orientation and their association with social and academic learning outcomes. Scandinavian Journal of Educational Research, 63(6), 913-934. https://doi.org/10.1080/00313831.2018.1466358
Li, X. (2021). Learning Japanese Onomatopoeia through a Narrative-Evaluation E-Learning System. Theory and Practice of Second Language Acquisition. https://doi.org/10.31261/TAPSLA.8514
Lin, M. H., & Chen, H. G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564. https://doi.org/10.12973/eurasia.2017.00744a
Robinson, M., Anselme, P., Fischer, A., & Berridge, K. (2014). Initial uncertainty in Pavlovian reward prediction persistently elevates incentive salience and extends sign-tracking to normally unattractive cues. Behavioural Brain Research, 266, 119-130. https://doi.org/10.1016/j.bbr.2014.03.004
Rogat, T. K., & Linnenbrink-Garcia, L. (2019). Demonstrating competence within one’s group or in relation to other groups: A person-oriented approach to studying achievement goals in small groups. Contemporary Educational Psychology, 59, 101781. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.101781
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749. https://doi.org/10.1037/0022-3514.57.5.749
McKernan, B., Martey, R. M., Stromer-Galley, J., Kenski, K., Clegg, B. A., Folkestad, J. E., ... & Strzalkowski, T. (2015). We don’t need no stinkin’ badges: The impact of reward features and feeling rewarded in educational games. Computers in Human Behavior, 45, 299-306. https://doi.org/10.1016/j.chb.2014.12.028
Miller, A., Fassett, K., & Palmer, D. (2021). Achievement goal orientation: A predictor of student engagement in higher education. Motivation and Emotion, 45, 327 - 344. https://doi.org/10.1007/s11031-021-09881-7.
Müller, A., Son, J. B., Nozawa, K., & Dashtestani, R. (2018). Learning English idioms with a web-based educational game. Journal of Educational Computing Research, 56(6), 848-865. https://doi.org/10.1177/0735633117729292
Peconio, G., di Furia, M., Lombardi, D., Toto, G. A., & Limone, P. (2022). Educational and didactic use of serious games: Applications in contemporary social life settings. Italian Journal of Health Education, Sport and Inclusive Didactics, 6(1). https://doi.org/10.32043/gsd.v6i1.568
Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital Game-Based Learning, 5(1), 5-31.
Prensky, M. (2003). Digital game-based learning. Computers in entertainment (CIE), 1(1), 21-21. https://doi.org/10.1145/950566.950596
Seegers, G., van Putten, C. M., & de Brabander, C. J. (2002). Goal orientation, perceived task outcome and task demands in mathematics tasks: effects on students′ attitude in actual task settings. Br J Educ Psychol, 72(Pt 3), 365-384. https://doi.org/10.1348/000709902320634366
Senko, C., Durik, A. M., Patel, L., Lovejoy, C. M., & Valentiner, D. (2013). Performanceapproach goal effects on achievement under low versus high challenge conditions. Learning and Instruction, 23, 60-68. https://doi.org/10.1016/j.learninstruc.2012.05.006
Senko, C., & Freund, A. M. (2015). Are mastery-avoidance achievement goals always detrimental? An adult development perspective. Motivation and Emotion, 39, 477-488. https://doi.org/10.1007/s11031-015-9474-1
Shen, L., Fishbach, A., & Hsee, C. K. (2015). The motivating-uncertainty effect: Uncertainty increases resource investment in the process of reward pursuit. Journal of Consumer Research, 41(5), 1301-1315. https://doi.org/10.1086/679418
Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 43-58). New York, NY: Springer New York. https://doi.org/10.1007/978-1-4614-3546-4_4
Srisawasdi, N., & Panjaburee, P. (2018). Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry. Journal of Science Education and Technology, 28(2), 152-164. https://doi.org/10.1007/s10956018-9754-0
Stasielowicz, L. (2019). Goal orientation and performance adaptation: A meta-analysis. Journal of Research in Personality, 82. https://doi.org/10.1016/j.jrp.2019.103847
Tsai, Y., & Tsai, C. (2018). Digital game-based second-language vocabulary learning and conditions of research designs: A meta-analysis study. Comput. Educ., 125, 345-357. https://doi.org/10.1016/j.compedu.2018.06.020
Udjaja, Y., Tanuwijaya, K., & Wairooy, I. K. (2019). The use of role playing game for Japanese language learning. Procedia Computer Science, 157, 298-305. https://doi.org/10.1016/j.procs.2019.08.170
Van Eck, R. (2006). Digital game-based learning: It′s not just the digital natives who are restless. Educause Review, 41(2), 16.
Van Eck, R. (2015). Digital game-based learning: Still restless, after all these years. Educause Review, 50(6), 13.
Wu, C., Tzeng, Y., & Huang, Y. (2014). Understanding the relationship between physiological signals and digital game-based learning outcome. Journal of Computers in Education, 1, 81-97. https://doi.org/10.1007/S40692-014-0006-X
Xu, Z., Chen, Z., Eutsler, L., Geng, Z., & Kogut, A. (2020). A scoping review of digital game-based technology on English language learning. Educational Technology Research and Development, 68(3), 877-904. https://doi.org/10.1007/s11423-019-09702-2
Yang, J. C., Chung, C. J., & Chen, M. S. (2022). Effects of performance goal orientations on learning performance and in-game performance in digital game-based learning. Journal of Computer Assisted Learning, 38(2), 422-439. https://doi.org/10.1111/jcal.12622
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. https://doi.org/10.1111/jcal.12245
Yasir, G., Shaheen, A., & Hafeez, M. (2021). A Systematic Review on Digital Game-Based Versus Traditional Learning Approaches. Global Social Sciences Review. https://doi.org/10.31703/gssr.2021(vi-iv).12
Zou, D., Huang, Y., & Xie, H. (2019). Digital game-based vocabulary learning: where are we and where are we going? Computer Assisted Language Learning, 34, 751 - 777. https://doi.org/10.1080/09588221.2019.1640745

指導教授

楊接期(Jie-Chi Yang)

審核日期

2024-7-23

推文