摘要： EFL learners in Taiwan have a low-level communication ability because many learners are still not provided opportunities to use language for genuine communication in classrooms and receive insufficient language input due to the environment. This study examines the use of digital board game language learning set in a task-collaborative platform, digital learning playground, designed for classroom learning. This study investigates whether communicative skills and intrinsic motivation could be improved by seeing relevant context and receiving adequate practice through gaming. Ninety-six high school Taiwanese students (n = 96), who were randomly assigned to an ordinary instruction group, a board game language-learning group, or a digital board game language-learning group, engaged in a 50-min English class. Analysis of covariance was used for comparing learning performance through a speaking test between the three groups. A modified intrinsic motivation inventory was conducted to assess learners' perceptions of learning experience and an interview was held for details. The quantitative data presents a higher learning performance for the instruction set at digital learning playground. The qualitative data confirms computerized simulation adapted from board game entails context-relevant immersion, encouraging communication and efficient game instruction management for EFL language learning. 其他題名： Education Tech Research Dev 出版者： New York: Springer Science + Business Media 出版日期： 2014-04-01 出處： Educational technology research and development, 2014-04, Vol.62 (2), p.209-226 資源來源： SpringerLink - Journals 版權： 2014 Association for Educational Communications and Technology 版權： Association for Educational Communications and Technology 2014 版權： COPYRIGHT 2014 Springer 識別號： ISSN: 1042-1629 識別號： EISSN: 1556-6501 識別號： DOI: 10.1007/s11423-013-9329-y
