遊戲化和自我反思機制對印度尼西亞小學生英語詞彙學習的影響;The Effects of Gamification and Self-reflection Mechanisms on English Vocabulary Learning for Indonesian Elementary School Students

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题名:	遊戲化和自我反思機制對印度尼西亞小學生英語詞彙學習的影響;The Effects of Gamification and Self-reflection Mechanisms on English Vocabulary Learning for Indonesian Elementary School Students
作者:	欣塔;Sinta, Nanda Aprila
贡献者:	網路學習科技研究所
关键词:	英語詞彙學習;遊戲化;自我反省;學習表現;學習動機;學習參與;English vocabulary learning;Gamification;Self-Reflection;Learning performance;Learning motivation;Learning engagement
日期:	2023-01-18
上传时间:	2024-09-19 16:54:00 (UTC+8)
出版者:	國立中央大學
摘要:	掌握詞彙是學習任何語言的一個基礎，在一些國家作為外語的英語更是如此，掌握詞彙對學生而言可能是一個挑戰。傳統的詞彙學習方法往往是簡單地記憶單詞和它們的含義，這可能是沒有吸引力的，導致缺乏學習的動力和熱情。遊戲化機制將遊戲元素融入到學習中，已被證明是創造一個有趣、愉快和有意義的學習體驗的有效方式。此外，自我反思可以是學習的一個重要面向，因為它可以讓學生追蹤他們的進度並確定需要改進的地方。本研究開發了E2V（Easy English Vocabulary）系統，它整合了遊戲化和自我反思機制，作為解決英語詞彙學習中問題的方案。該研究包括三組使用不同版本系統的學生：一組沒有遊戲化和自我反思，一組有遊戲化但沒有自我反思，還有一組既有遊戲化又有自我反思。該研究採用了混合方法，包括定量和定性資料分析，並包括48名學生和一名教師作為參與者。結果顯示，包括遊戲化和自我反思機制的E2V系統對學習成績和動機產生了正向影響。自我反思對學習參與度的影響最大，而遊戲化對學生的學習感知有影響。教師的看法也表明，適當地使用遊戲化可以正向地影響學生的學習。為了提高學習體驗的有效性，有必要進一步發展系統功能。;Acquisition of vocabulary is a fundamental part of learning any language. This is particularly true for English as a foreign language in some countries, where vocabulary acquisition can be challenging. Traditional vocabulary learning methods often involve simply memorizing words and their meanings, which can be unengaging and lead to a lack of motivation and enthusiasm for studying. Gamification mechanisms, which incorporate gameplay elements into learning, have been shown to effectively create a fun, enjoyable, and meaningful learning experience. Additionally, self-reflection can be an influential aspect of learning, as it allows students to track their progress and identify areas of improvement. This study introduces the E2V (Easy English Vocabulary) system, which integrates gamification and self-reflection mechanisms, as a solution to these problems in vocabulary learning in English. The study included three groups of students using different versions of the system: one without gamification and self-reflection, one with gamification but without self-reflection, and one with both gamification and self-reflection. The study used a mixed-methods approach, including both quantitative and qualitative data analysis, and involved 48 students and one teacher as participants. The results show that the E2V system, which combines both gamification and self-reflection mechanisms, had a positive impact on learning performance and motivation. Self-reflection was found to be the most influential in terms of learning engagement, while gamification had an impact on student learning perception. Teacher perception also indicated that the appropriate use of gamification can positively affect student learning. Further development of system features is necessary to enhance the effectiveness of the learning experience.
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