探討數位遊戲式學習情境中不確定性對於大學生日語助詞的學習成效、遊戲成效、學習動機及學習觀感之影響

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：71

、訪客IP：3.138.134.149

姓名

劉俊廷(Chun-Ting Liu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討數位遊戲式學習情境中不確定性對於大學生日語助詞的學習成效、遊戲成效、學習動機及學習觀感之影響
(Effects of Uncertainty in a Digital Game-based Learning Context: Investigating University Students′ Learning Performance, In-Game Performance, Learning Motivation and Learning Perceptions of Japanese Particles)

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)

在國際化的背景下，國與國之間的互動變得越來越密集，因為日本媒體與文化產業
的多樣化發展，使得越來越多人學習日語，學習日語的過程涉及詞彙、語法、聽說讀寫
等多方面的內容。其中日語助詞被認為是最複雜且最容易混淆的部分，且助詞因其在句
子中的位置變化會帶來不同的意義，成為學習中的一大挑戰，且助詞的複雜性和多樣性
使得學習者容易在使用時出現誤用的情況。因此掌握有效的學習策略來應對助詞的困難
對於日語學習者來說至關重要，且由於語言學習是一個長期的過程，保持學習動機的方
法非常重要，適當的學習方法和工具可以幫助學習者更好地理解和運用日語，從而提高
語言能力和溝通效果。其中數位遊戲式學習的趣味性與自主學習的特性即是一種有效的
方式使學習者增加學習動機，並且近年來越來越多的語言學習研究使用數位遊戲式學習，
讓語言學習過程附有樂趣，同時激發學習者的學習動機與學習成效。
然而數位遊戲式學習能夠透過設計各種不同遊戲特徵來吸引學習者，如遊戲中不確
定性，數位遊戲式學習結合不確定性可有效助於提高學習動機，透過遊戲中的不確定性
能成功的增加學習者的遊戲表現與學習興趣，然而先前研究少有不確定性且結合數位遊
戲式日語助詞學習的研究。
因此本研究開發了一款具有不確定性的數位遊戲式日語助詞學習系統，本研究設計
之不確定性包含隨機測驗題、隨機金幣獎勵、骰子點數對戰、同點數轉盤，並與遊戲設
計結合來激發學習者在遊戲中學習之參與度，設計不同的學習活動給予學習者參與。本
研究旨在探討數位遊戲式學習情境中有不確定性組之學習者和無不確定性組之學習者
對於日語助詞的學習成效、遊戲成效、學習動機及學習觀感間的影響，以及各個變項間
的相關性。
本研究之研究對象為某大學之日文系大學生，共有49 位學習者，並將他們依照有
無不確定性分成兩組(有不確定性組和無不確定性組)，有不確定性組共有25人、無不確
定性組共有24 人，研究工具包含日語助詞學習系統、日語助詞學習測驗、學習動機量
表、學習觀感量表和系統紀錄檔。
ii
本研究結果顯示，在數位遊戲式日語學習系統情境中有無不確定性對於學習者的影
響，主要包含以下五點: (1)使用本研究開發的日語助詞學習系統後，有無不確定性之學
習者在日語助詞學習成效皆有顯著進步；(2)在數位遊戲式學習情境中，有無不確定性之
學習者於練習區和輔助工具之遊戲成效有差異，有不確定性組之學習者於練習區之練習
次數、累積答對題數、及格次數和輔助工具之金幣總數顯著高於無不確定性之學習者；
(3)有無不確定性之學習者皆於學習動機中提高興趣，但有不確定性組學習者之動機顯著
高於無不確定性組之學習者;(4)有無不確定性之學習者於學習觀感沒有顯著的差異，因
此有無不確定性之學習者對於學習觀感皆有相似程度的滿意度;(5)有無不確定性之學習
者皆於學習成效與學習動機、學習觀感呈現顯著正相關，且有不確定性組之學習者於學
習成效與學習動機呈現顯著正相關。
綜合以上結果顯示，本研究之數位遊戲式日語助詞學習情境幫助有不確定性組之學
習者和無不確定性組之學習者提高日語助詞學習成效，並透過有不確定性設計助於提升
學習動機與遊戲成效，因此提供研究者探討有無不確定性對於影響學習者成效的研究方
向，且教學者以及設計者也可以借助本系統規畫更適合學習者有效地學習日語的教學模
式。

摘要(英)

In the context of internationalization, interactions between countries are becoming more
and more intensive, and because of the diverse development of the Japanese media and cultural
industries, more and more people are learning Japanese, which involves a wide range of aspects
such as vocabulary, grammar, listening, speaking, reading and writing. Among them, Japanese
particles are considered to be the most complicated and confusing part of the Japanese language,
and they bring different meanings depending on their position in a sentence, which makes them
a big challenge to learn. The complexity and variety of particles make learners prone to misuse
them. Therefore, mastering effective learning strategies to tackle the difficulties of Japanese
particles is crucial for Japanese learners. Since language learning is a long-term process,
methods to maintain learning motivation are very important. Appropriate learning methods and
tools can help learners better understand and use Japanese, thereby improving language
proficiency and communication effectiveness. Among these methods, the fun and autonomous
nature of digital game-based learning is an effective way to increase learners′ motivation. In
recent years, more and more language learning studies have utilized digital game-based learning,
making the language learning process enjoyable while simultaneously stimulating learners′
motivation and performance.
However, digital game-based learning can attract learners through the design of various
game features, such as uncertainty in games. Digital game-based learning combined with
uncertainty can effectively help improve learning motivation. The uncertainty in games can
successfully increase learners′ game performance and learning interest. However, previous
studies have rarely incorporated uncertainty and digital game-based learning focused on
Japanese particles.
Therefore, this study developed a digital game-based Japanese particles learning system
with uncertainty. The uncertainties designed in this study include random quiz questions,
iv
random coin rewards, dice point battles, and same-point spinning wheels, which are integrated
with the game design to stimulate learner engagement in learning through the game and to
create different learning activities for learners to participate in. This study aims to explore the
effects of learners in the group uncertainty and the group without uncertainty on the learning
performance, in-game performance, learning motivation, and learning perception of Japanese
particles in a digital game-based learning context, as well as the correlations among these
variables.
The subjects of this study were undergraduate students majoring in Japanese at a certain
university, with a total of 49 learners. They were divided into two groups based on the with or
without uncertainty (with and without uncertainty group). The uncertainty group had 25
participants, and the without uncertainty group had 24 participants. The research tools included
the Japanese particles learning system, the Japanese particles learning test, the learning
motivation scale, the learning perception scale, and system record files.
The participants in this study were 49 Japanese language students from a university, who
were divided into two groups according to their different uncertainty (with and without
uncertainty group). There were 25 students in the uncertainty group and 24 in the without
uncertainty group. The research tools included the Japanese particles learning system, the
Japanese particles learning test, the learning motivation scale, the learning perception scale, and
the system record files.
The results of this study indicate the impact of the with or without uncertainty on learners
in the context of a digital game-based Japanese learning system. The main findings include the
following five points: (1) After using the Japanese particles learning system developed in this
study, learners, regardless of the with or without uncertainty, showed significant improvement
in their Japanese particles learning performance; (2) In the digital game-based learning context,
there were differences in game performance in the practice area and auxiliary tools between
learners with and without uncertainty. Learners in the uncertainty group had significantly higher
v
practice frequency, total correct answers, passing times in the practice area, and total coins in
auxiliary tools compared to learners without uncertainty; (3) Both groups of learners, with and
without uncertainty, showed increased interest in learning motivation, but the motivation of
learners in the uncertainty group was significantly higher than that of learners without
uncertainty; (4) There was no significant difference in learning perception between learners
with and without uncertainty, indicating similar levels of satisfaction with the learning
experience for both groups; (5) There was a significant positive correlation between learning
effectiveness and learning motivation, as well as learning perception for both groups of learners,
with a notable significant positive correlation between learning effectiveness and learning
motivation for learners in the uncertainty group.
In summary, the results indicate that the digital game-based Japanese particles learning
context in this study helped both learners in the uncertainty group and the without uncertainty
group improve their Japanese particles learning performance. Additionally,the design
incorporating uncertainty contributed to enhancing learning motivation and game performance.
Therefore, this provides researchers with a direction for exploring the impact of uncertainty on
learners′ effectiveness. Educators and designers can also use this system to plan teaching models
that are more suitable for learners to effectively learn Japanese.

關鍵字(中)

★ 數位遊戲式學習
★ 不確定性
★ 日語助詞
★ 學習成效
★ 遊戲成效
★ 學習動機
★ 學習觀感

關鍵字(英)

★ Digital game-based learning
★ Japanese particles
★ Uncertainty
★ Learning performance
★ In-game performance
★ Learning motivation
★ Learning perception

論文目次

摘要 i
Abstract iii
致謝 vi
目錄 vii
圖目錄 xi
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 4
1.3 研究問題 4
1.4 研究重要性 5
1.5 名詞解釋 5
第二章文獻探討 8
2.1 數位遊戲式學習 8
2.1.1 數位遊戲式學習的特徵 8
2.1.2 數位遊戲式語言學習 11
2.2 日語助詞 14
2.2.1 日語助詞定義 14
2.2.2 日語助詞學習 14
2.2.3 日語助詞的數位遊戲式學習 15
2.3 不確定性 16
2.3.1 遊戲中的不確定性 16
2.3.2 不確定性在教育的應用 18
2.3.3 不確定性在數位遊戲式學習的應用 19
2.4 文獻探討小結 21
第三章有無不確定性之數位遊戲式日語助詞學習系統之設計與開發 23
3.1 有無不確定性之數位遊戲式日語助詞學習系統之設計理念 23
3.1.1 骰子拼拼日設計理念 23
3.1.2 日語學習教材之設計理念及目的 24
3.1.3 不確定性之設計理念及目的 24
3.2 有無不確定性之數位遊戲式日語助詞學習系統架構 27
3.2.1 開發工具 27
3.2.2 學習內容 28
3.2.3 學習區 30
3.2.4 練習區 32
3.2.5 同儕對戰區 39
3.2.6 不確定性之系統架構 47
3.2.7 不確定性設計彙整 51
3.2.8 排行榜 51
3.2.9 輔助工具 52
3.3 有無不確定性之數位遊戲式日語助詞學習系統之系統操作流程 55
第四章研究方法 63
4.1 研究設計 63
4.2 研究對象 65
4.3 研究工具 65
4.3.1 日語助詞學習測驗 65
4.3.2 學習動機量表 66
4.3.3 學習觀感量表 66
4.3.4 系統紀錄檔 67
4.4 實驗流程 69
4.5 資料收集與分析 70
4.5.1 信度分析(Reliability Analysis) 70
4.5.2 無母數檢定(Non-parametric test) 70
第五章研究結果與討論 72
5.1 有無不確定性對日語助詞學習成效、遊戲成效、學習動機、學習觀感之影響 72
5.1.1 有無不確定性對於日語助詞學習成效之影響 72
5.1.2 有無不確定性對於遊戲成效之影響 74
5.1.3 有無不確定性對於學習動機之影響 79
5.1.4 有無不確定性對於學習觀感之影響 80
5.2 有無不確定性於日語助詞的學習成效、遊戲成效、學習動機、學習觀感之相關性 82
5.3 綜合討論 92
5.3.1 有無不確定性學習者對於日語助詞學習成效之影響 92
5.3.2 有無不確定性學習者對於遊戲成效之影響 93
5.3.3 有無不確定性學習者對於日語助詞學習動機之影響 94
5.3.4 有無不確定性學習者對於學習觀感之影響 94
5.3.5 有無不確定性於日語助詞的學習成效、遊戲成效、學習動機和學習觀感之間的相關性 95
第六章結論與建議 97
6.1 研究結論 97
6.1.1 有無不確定性之學習者其日語助詞學習成效、遊戲成效、學習動機及學習觀感之影響 97
6.1.2 有無不確定對學習者其日語助詞學習成效、遊戲成效、學習動機、學習觀感之間的相關性 98
6.2 研究貢獻 99
6.2.1 學術貢獻 99
6.2.2 應用貢獻 100
6.3 未來展望與侷限 100
6.3.1 研究範圍及限制 101
6.3.2 研究設計改善建議 101
6.3.3 系統設計改善建議 102
參考文獻 104
附錄一語意選擇題題目列表 113
附錄二綜合克漏字題題目列表 115
附錄三研究參與者知情同意書 119
附錄四日語助詞學習測驗前測 120
附錄五日語助詞學習測驗後測 123
附錄六學習動機量表 126
附錄七學習觀感量表(有不確定性) 128
附錄八學習觀感量表(無不確定性) 130

參考文獻

中文文獻
吳明珍 (2022)。探討數位遊戲式學習情境中不同獎懲機制對於大學生日語助詞的學習成效、遊戲成效、學習動機、學習觀感及行為模式之影響[未出版碩士論文]。國立中央大學。https://hdl.handle.net/11296/3hpdvr
杜子芬 (2002)。日语助词与助动词。冶金工业出版社。
林佳萱 (2022)。利用數位遊戲系統學習日語助詞之成效[未出版碩士論文]。元智大學。https://hdl.handle.net/11296/f6eaym
邱齊滿 (2005)。以動詞爲核心之教學法對提昇日語場所格助詞學習成效之研究。中國技術學院學報(27), 227-240。https://doi.org/10.6369/CKCSHYHP.200507.0227
金子幸代 (2011)。不同日語程度的臺灣學習者場所格助詞誤用情形之分析研究[未出版碩士論文]。國立中山大學。https://hdl.handle.net/11296/28c3sj

日文文獻
山口薫 (2022)。日本語学習者の認知能力に働きかけるスライド教材の提案。南山大学外国人留学生別科紀要, 5, 39-53.
山﨑志穂, & 小坂美鶴 (2022)。自然発話場面における構文発達の検討—2 歳以降の助詞の使用分析から—。音声言語医学, 63(3), 163-170. https://doi.org/10.5112/jjlp.63.163
今枝恒治, 河合敦夫, 石川裕司, 永田亮, & 桝井文人 (2003)。日本語学習者の作文における格助詞の誤り検出と訂正。情報処理学会研究報告コンピュータと教育(CE), 2003(13 (2002-CE-068)), 39-46。
柏匡, & ハクキョウ(2022)。中国語を母語とする中級レベル日本語学習者の日本語の格助詞「ニ」の意味の捉え方。Tokyo University of Foreign Studies。https://doi.org/10.20721/nihongokyoiku.163.0_48
胡君平 (2016)。台湾人学習者による日本語使役文の用法別の使用実態――LARP at SCU の分析結果から――。日本語教育, 163, 95-103。https://doi.org/10.20721/nihongokyoiku.163.0_95
高野忠興(1959)。助詞の分類. 北海道學藝大學紀要. 第一部, 10(1), 32-58.
張麟声 (2001)。日本語教育のための誤用分析: 中国語話者の母語干渉 20 例。スリーエーネットワーク。
笠原誠司, 藤野拓也, 小町守, 永田昌明, & 松本裕治 (2012)。日本語学習者の誤り傾向を反映した格助詞訂正。言語処理学会第 18 回年次大会, 14-17。
植松容子, & ウエマツヨウコ (2020)。中国語を母語とする上級日本語学習者は日本語のヴォイスをどのように表すか―受身表現, ナル, テモラウから分かること―。学苑(960), (31)-(40)。
馮富榮 (1999)。日本語学習における母語の影響: 中国人を対象として。風間書房。
熊野七絵 (2010)。日本語学習者とアニメ・マンガ: 聞き取り調査結果から見える現状とニーズ。広島大学留学生センター紀要, 20, 89-103。
藤野拓也, 水本智也, 小町守, 永田昌明, & 松本裕治 (2012)。日本語学習者の作文の誤り訂正に向けた単語分割。言語処理学会第 18 回年次大会, 26-29。

英文文獻
Abuhamdeh, S., Csikszentmihalyi, M., & Jalal, B. (2015). Enjoying the possibility of defeat: Outcome uncertainty, suspense, and intrinsic motivation. Motivation and Emotion, 39, 1-10. https://doi.org/10.1007/s11031-014-9425-2
Acquah, E. O., & Katz, H. T. (2020). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers & Education, 143, 103667. https://doi.org/10.1016/j.compedu.2019.103667
Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542-552.
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., Fawzi Faisal, A., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International, 2022. https://doi.org/10.1155/2022/6503139
Al-Hammadi, M., & Abdelazim, A. (2015). Randomness impact in digital game-based learning. 2015 IEEE Global Engineering Education Conference (EDUCON), https://doi.org/10.1109/EDUCON.2015.7096064
Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001
Alyaz, Y., & Genc, Z. S. (2016). Digital game-based language learning in foreign language teacher education. Turkish Online Journal of Distance Education, 17(4). https://doi.org/10.17718/tojde.44375
Anselme, P. (2010). The uncertainty processing theory of motivation. Behavioural Brain Research, 208(2), 291-310. https://doi.org/10.1016/j.bbr.2009.12.020
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in　educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
Breien, F. S., & Wasson, B. (2021). Narrative categorization in digital game‐based learning: Engagement, motivation & learning. British Journal of Educational Technology, 52(1), 91-111. https://doi.org/10.1111/bjet.13004
Burda, Y., Edwards, H., Pathak, D., Storkey, A., Darrell, T., & Efros, A. A. (2018). Large-scale study of curiosity-driven learning. arXiv preprint　arXiv:1808.04355.https://arxiv.org/abs/1808.04355v1
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
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(4), 1855-1873. https://doi.org/10.1007/s11423-020-09794-1
Chen, G.-D., Chang, C.-K., & Wang, C.-Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50(1), 77-90. https://doi.org/10.1016/j.compedu.2006.03.004
Chen, H.-J. H., & Hsu, H.-L. (2020). The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning, 33(7), 811-832. https://doi.org/10.1080/09588221.2019.1593197
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. https://doi.org/10.1016/j.chb.2019.106171
Chen, X., Zou, D., Kohnke, L., Xie, H., & Cheng, G. (2021). Affective states in digital game-based learning: Thematic evolution and social network analysis. Plos one, 16(7), e0255184. https://doi.org/10.1371/journal.pone.0255184
Coleman, T. E., & Money, A. G. (2020). Student-centred digital game–based learning: a conceptual framework and survey of the state of the art. Higher Education, 79(3), 415-457. https://doi.org/10.1007/s10734-019-00417-0
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. https://doi.org/10.1016/j.compedu.2012.03.004
Costikyan, G. (2013). Uncertainty in games. Mit Press.
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. https://doi.org/10.1007/s11423-022-10129-5
Dayan, P., & Jyu, A. (2003). Uncertainty and learning. IETE Journal of Research, 49(2-3), 171-181. https://doi.org/10.1080/03772063.2003.11416335
Dayo, N., Asad, M. M., & Alvi, U. (2021). Effects of digital game-based learning and traditional teaching approaches on students′ mathematics problem-solving attitude. In Innovative education technologies for 21st century teaching and learning (pp. 101-112). CRC Press.
Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. Journal of Computer Assisted Learning, 36(5), 709-717. https://doi.org/10.1111/jcal.12438
Deterding, S., Andersen, M. M., Kiverstein, J., & Miller, M. (2022). Mastering uncertainty: A predictive processing account of enjoying uncertain success in video game play. Frontiers in psychology, 13, 924953. https://doi.org/10.3389/fpsyg.2022.924953
Duncan, K. J. (2020). Examining the effects of immersive game-based learning on student engagement and the development of collaboration, communication, creativity and critical thinking. TechTrends, 64(3), 514-524. https://doi.org/10.1007/s11528-020-00500-9
Elias, G. S., Garfield, R., & Gutschera, K. R. (2012). Characteristics of games. MIT Press.
Evans, N. S., Burke, R., Vitiello, V., Zumbrunn, S., & Jirout, J. J. (2023). Curiosity in classrooms: An examination of curiosity promotion and suppression in preschool math and science classrooms. Thinking Skills and Creativity, 49, 101333. https://doi.org/10.1016/j.tsc.2023.101333
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467. https://doi.org/10.1177/1046878102238607
Govender, T., & Arnedo-Moreno, J. (2021). An analysis of game design elements used in digital game-based language learning. Sustainability, 13(12), 6679. https://doi.org/10.3390/su13126679
Hong, J.-C., Hwang, M.-Y., Lu, C.-H., Cheng, C.-L., Lee, Y.-C., & Lin, C.-L. (2009). Playfulness-based design in educational games: a perspective on an evolutionary contest game. Interactive Learning Environments, 17(1), 15-35. https://doi.org/10.1080/10494820701483615
Howard-Jones, P. A., & Demetriou, S. (2009). Uncertainty and engagement with learning games. Instructional Science, 37, 519-536. https://doi.org/10.1007/s11251-008-9073-6
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68, 1875-1901. https://doi.org/10.1007/s11423-020-09807-z
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. https://doi.org/10.1016/j.compedu.2010.03.011
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. https://doi.org/10.1016/j.compedu.2018.07.001
Hwang, G.-J., Chiu, L.-Y., & Chen, C.-H. (2015). A contextual game-based learning approach to improving students′ inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25. https://doi.org/10.1016/j.compedu.2014.09.006
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. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657. https://doi.org/10.1080/09588221.2015.1016438
Juul, J. (2010). The game, the player, the world: Looking for a heart of gameness. PLURAIS-Revista Multidisciplinar, 1(2).
Kao, C.-W. (2020). The effect of a digital game-based learning task on the acquisition of the English Article System. System, 95, 102373. https://doi.org/10.1016/j.system.2020.102373
Kazu, İ. Y., & Kuvvetli, M. (2023). A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition. Education and information technologies, 28(10), 13541-13567. https://doi.org/10.1007/s10639-023-11756-y
Klimmt, C., & Possler, D. (2021). A synergistic multiprocess model of video game entertainment. https://doi.org/10.1093/oxfordhb/9780190072216.013.33
Kucher, T. (2021). Principles and Best Practices of Designing Digital Game-Based Learning Environments. International Journal of Technology in Education and Science, 5(2), 213-223.
Kumari, S., Deterding, S., & Freeman, J. (2019). The role of uncertainty in moment-to-moment player motivation: a grounded theory. Proceedings of the annual symposium on computer-human interaction in play, https://doi.org/10.1145/3311350.3347148
Lamba, A., Frank, M. J., & FeldmanHall, O. (2020). Anxiety impedes adaptive social learning under uncertainty. Psychological science, 31(5), 592-603. https://doi.org/10.1177/0956797620910993
Lameras, P., Arnab, S., De Freitas, S., Petridis, P., & Dunwell, I. (2021). Science teachers’ experiences of inquiry-based learning through a serious game: a phenomenographic perspective. Smart Learning Environments, 8(1), 7. https://doi.org/10.1186/s40561-021-00152-z
Lamnina, M., & Chase, C. C. (2021). Uncertain instruction: effects on curiosity, learning, and transfer. Instructional Science, 49(5), 661-685. https://doi.org/10.1007/s11251-021-09557-2
Legaki, N.-Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, 144, 102496. https://doi.org/10.1016/j.ijhcs.2020.102496
Lin, C.-J., Hwang, G.-J., Fu, Q.-K., & Cao, Y.-H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers & Education, 152, 103876. https://doi.org/10.1016/j.compedu.2020.103876
Lin, M.-H., Chen, H.-C., & Liu, K.-S. (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
Liu, Y. C., Wang, W.-T., & Lee, T.-L. (2021). An integrated view of information feedback, game quality, and autonomous motivation for evaluating game-based learning effectiveness. Journal of Educational Computing Research, 59(1), 3-40. https://doi.org/10.1177/0735633120952044
Lu, A., Deng, R., Huang, Y., Song, T., Shen, Y., Fan, Z., & Zhang, J. (2022). The roles of mobile app perceived usefulness and perceived ease of use in app-based Chinese and English learning flow and satisfaction. Education and information technologies, 27(7), 10349-10370. https://doi.org/10.1007/s10639-022-11036-1
Matsuoka, K., Miyoshi, N., Hoshi, K., Ueda, M., Yabu, I., & Hirata, M. (2006). The acquisition of Japanese focus particles: Dake ‘only’and mo ‘also’. Online supplement to the proceedings of the 30th Boston University conference on language development,
Mohanty, A., Alam, A., Sarkar, R., & Chaudhury, S. (2021). Design and development of digital game-based learning software for incorporation into school syllabus and curriculum transaction. Design Engineering, 8, 4864-4900.
Newby, T. J., & Cheng, Z. (2020). Instructional digital badges: Effective learning tools. Educational Technology Research and Development, 68(3), 1053-1067. https://doi.org/10.1007/s11423-019-09719-7
Osman, N. I., & Rabu, S. N. A. (2020). Digital game-based language learning: A review of research trends on second language acquisition. ASM Science Journal, 13(3), 56-62.
Ozcelik, E., Cagiltay, N. E., & Ozcelik, N. S. (2013). The effect of uncertainty on learning in game-like environments. Computers & Education, 67, 12-20. https://doi.org/10.1016/j.compedu.2013.02.009
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.
Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014). Children′s engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71, 237-246. https://doi.org/10.1016/j.compedu.2013.10.008
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w
Shi, Y.-R., & Shih, J.-L. (2015). Game factors and game-based learning design model. International Journal of Computer Games Technology, 2015, 11-11. https://doi.org/10.1155/2015/549684
Srisawasdi, N., & Panjaburee, P. (2019). Implementation of game-transformed inquiry-based learning to promote the understanding of and motivation to learn chemistry. Journal of Science Education and Technology, 28, 152-164. https://doi.org/10.1007/s10956-018-9754-0
Strmecki, D., Bernik, A., & Radosevic, D. (2015). Gamification in E-Learning: Introducing Gamified Design Elements into E-Learning Systems. J. Comput. Sci., 11(12), 1108-1117.
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. https://doi.org/10.1111/jcal.12088
Su, F., Zou, D., Xie, H., & Wang, F. L. (2021). A comparative review of mobile and non-mobile games for language learning. SAGE Open, 11(4), 21582440211067247. https://doi.org/10.1177/2158244021106724
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192-206. https://doi.org/10.1016/j.chb.2018.05.028
Tang, X., & Taguchi, N. (2021). Digital game‐based learning of formulaic expressions in second language Chinese. The Modern Language Journal, 105(3), 740-759. https://doi.org/10.1111/modl.12725
Tangkui, R. B., & Keong, T. C. (2021). Improving Achievements in Fractions: A Conceptual Framework for Digital Game-Based Learning Using Minecraft. International Journal on E-Learning Practices (IJELP), 4, 76-91.
To, A., Ali, S., Kaufman, G., & Hammer, J. (2016). Integrating Curiosity and Uncertainty in Game Design. Digra/fdg.
Tsai, F.-H., Tsai, C.-C., & Lin, K.-Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259-269. https://doi.org/10.1016/j.compedu.2014.10.013
Udjaja, Y. (2018). Gamification assisted language learning for Japanese language using expert point cloud recognizer. International Journal of Computer Games Technology, 2018, 1-12. https://doi.org/10.1155/2018/9085179
Udjaja, Y., Suri, P. A., Gunawan, R. S., & Hartanto, F. (2022). Game-based Learning Increase Japanese Language Learning through Video Game. International Journal of Advanced Computer Science and Applications, 13(2), 577-582.
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
Vandercruysse, S., Vandewaetere, M., Cornillie, F., & Clarebout, G. (2013). Competition and students’ perceptions in a game-based language learning environment. Educational Technology Research and Development, 61, 927-950. https://doi.org/10.1007/s11423-013-9314-5
Wang, D.-C., & Huang, Y.-M. (2023). Exploring the influence of competition and collaboration on learning performance in digital game-based learning. Educational Technology Research and Development, 71(4), 1547-1565. https://doi.org/10.1007/s11423-023-10247-8
Xu, W., Liang, H.-N., Yu, K., & Baghaei, N. (2021). Effect of gameplay uncertainty, display type, and age on virtual reality exergames. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, https://doi.org/10.1145/3411764.3445801
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. https://doi.org/10.1016/j.chb.2020.106432
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
Yu, Y.-T., & Tsuei, M. (2023). The effects of digital game-based learning on children’s Chinese language learning, attention and self-efficacy. Interactive Learning Environments, 31(10), 6113-6132. https://doi.org/10.1080/10494820.2022.2028855
Zhonggen, Y. (2018). Differences in serious game-aided and traditional English vocabulary acquisition. Computers & Education, 127, 214-232. https://doi.org/10.1016/j.compedu.2018.07.014
Zosh, J. N., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2017). Learning through play: a review of the evidence. LEGO Fonden Billund, Denmark.
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. https://doi.org/10.1080/09588221.2019.1640745
Zou, D., Zhang, R., Xie, H., & Wang, F. L. (2021). Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences. Australasian Journal of Educational Technology, 37(2), 152-170. https://doi.org/10.14742/ajet.6682

指導教授

楊接期(Jie-Chi Yang)

審核日期

2024-7-23

推文