數位遊戲式英文學習之獎章機制對學童學習成效與學習滿意度探討;The Effects of Digital Badge on English Learning Performance and Learning Satisfaction in Digital Game-Based Learning

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题名:	數位遊戲式英文學習之獎章機制對學童學習成效與學習滿意度探討;The Effects of Digital Badge on English Learning Performance and Learning Satisfaction in Digital Game-Based Learning
作者:	薛安鈺;Hsueh, An-Yu
贡献者:	網路學習科技研究所
关键词:	數位遊戲式學習;英語學習成效;英語學習滿意度;數位獎章;Digital Game-Based Learning;English learning performance;English Learning Satisfaction;Digital Badge
日期:	2017-01-03
上传时间:	2017-05-05 17:39:36 (UTC+8)
出版者:	國立中央大學
摘要:	近年來隨著數位遊戲式學習與數位獎章的普及與廣泛運用，如何有效去幫助學習者獲得最大之學習成效實為急需探究的問題，本研究利用數位遊戲式英文學習系統，來分析於不同教學法之學習模式對學習成效與學習滿意度上之差異，並探討置入獎章機制後與學習成效進步分數、學習滿意度之相關性及影響。研究對象為桃園市某間國小之四年級學生，該國小四年級共有三個班級，以常態分佈進行編班為男女混班制，男生為 23 位、女生為 26 位，共 49 名學生。本研究採用前測、後測、延宕測驗來檢驗學生英文學習成效與學習滿意度，並將三個班級分為實驗組兩班(實驗組 A、實驗組 B)與控制組一班。其中實驗組 A 採取數位遊戲式英文學習系統基於數位獎章機制學習模式；實驗組 B 採取相同數位遊戲式英文學習系統但無置入數位獎章機制；控制組則採取一般課堂書本教學之英文學習模式。實驗所得之數據分析，使用描述性統計、變異數分析、相關係數分析、迴歸分析來進行統計分析結果探討。研究結果顯示，基於數位遊戲式英文學習系統環境下進行學習，對學習者於英文學習上進步分數與學習滿意度有顯著提升，並發現利用數位獎章機制能讓學習者有目標式的進行學習，並進一步得到好的學習成效，使得學習英文能有所進步。當中透過數位獎章的星等練習與蒐集獎章的機制，兩者對於提升英文學習成效也有所助益，藉由遊戲式英文學習系統與國小英文課程內容之相互結合，來達到提升學童英文學習滿意度及成效之表現。;In recent years, with the increasing development and prevalence of digital game-based learning and digital badges, how to effectively and efficiently help learners acquire the largest learning outcomes is a crucial question worth deep investigation. A digital game-based English learning system was employed in the current study to examine the effects of different teaching methods on students’ learning performance and learning satisfaction. The study also probed into the relationship between digital badge mechanism and learning performance as well as learning satisfaction. The participants were 49 fourth graders (23 males and 26 females) from three classes in an elementary school in Taoyuan City. Pre-test, post-test, and delay post-test were adopted to examine students’ learning performance and learning satisfaction. The three classes were divided into two experiment groups (Group A and Group B) and one control group (Group C). While Group A adopted a digital game-based English learning system with digital badge mechanism, Group B adopted the same system without digital badge mechanism. Students in Group C learned through a conventional textbook-based instruction. Data analysis included descriptive statistics, ANOVA, correlation analysis, and regression analysis. The results revealed that the proposed digital game-based English learning significantly enhanced students’ English learning performance and learning satisfaction. Furthermore, digital badge mechanism enabled students to learn with personal goals, thus leading to better learning performance. The question practice times and badge collection also facilitated English learning performance.The combination of digital game-based English learning system and English textbooks used in elementary schools effectively enhanced students’ English learning satisfaction and performance.
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