LEPS:登台遊戲引導英語單字學習之原型設計;LEPS:Design of a Staging-Game-Based English Vocabulary Learning Prototype System

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/95687

Title:	LEPS:登台遊戲引導英語單字學習之原型設計;LEPS:Design of a Staging-Game-Based English Vocabulary Learning Prototype System
Authors:	羅文成;Lo, Wen-Cheng
Contributors:	網路學習科技研究所
Keywords:	登台遊戲;以學生為主學習;創造環;多媒體學習;情境興趣;Staging game;Student-centered;Creation loop;Multimedia learning;Situational interest
Date:	2024-08-08
Issue Date:	2024-10-09 17:09:22 (UTC+8)
Publisher:	國立中央大學
Abstract:	政府2030雙語政策和十二年國民基本教育課程綱要-英語文領域中，強調英語學習的重要性，並在課程綱要中指出，英語教學應以學生為中心並重視語言溝通的互動功能，而單字是一門語言的基礎，但學習過程缺乏趣味性且學習的動機也很難建立，而傳統的的教學方式多以教師為中心且以考試為導向，以教師為主學習時，老師在教學過程中難以顧及學生的吸收程度，僅能依照教材不斷輸出知識，學生也因受限於被動的聽講，難有專注於知識及實際應用知識的機會，而學習的成效評估多是利用考試方式達成，多數時候準備考試的努力也未必全然顯示在成績上，因此造成學生重大的壓力。本研究以登台遊戲取代傳統的考試評分，學生以登台遊戲為學習目標，各自在經過設計的教材下以學生為主進行跟讀練習，取代傳統以老師為主的課堂，因此使用IDC理論創造環中的「模仿」、「登台」兩個元素作為基礎，設計名為「LEPS英語單字課堂」的學習活動，而LE部分對應「模仿」，PS部分則對應「登台」，在此課堂中，學生首先以聽的方式輸入並認識單字（Listening），接者以跟讀方式各自利用教材進行練習（Echoing）。當學生在跟讀過程中自認熟練時，可以與鄰近同學模擬登台遊戲互相練習（Peer-practicing），最後，學生實際分組進行上台遊戲（Staging）。本研究實驗對象為某小學二年級的23名學生，從結果發現經過九次課堂活動後學生在單字的聽、說、讀能力皆能有所收穫，而每位學生也對課堂中的活動有各自的偏好並有正面感受;課堂中學生也因登台遊戲有明確的學習目標，同時也產生各自不同的成就追求。;In promoting the Bilingual 2030 Policy and Curriculum Guidelines of 12-year Basic Education—English Language Domain, the government emphasizes the importance of English learning. The curriculum guidelines advocate for a student-centered approach that values the interactive function of language communication. Vocabulary is the foundation of any language; however, the learning process often lacks engagement, and motivation is difficult to establish. Traditional teaching methods are predominantly teacher-centered and exam-oriented. When the teacher is the primary focus in the learning process, it is challenging to accommodate each student′s comprehension level. Instruction is often confined to constant knowledge delivery based on the textbook, while students, limited to passive listening, find it difficult to focus on and apply knowledge practically. Additionally, learning effectiveness is commonly assessed through exams, where preparation efforts may not always be accurately reflected in the scores, thus causing significant stress for students. This study replaces traditional exam grading with a Staging game, setting the Staging game as the learning objective for students. Under a carefully designed curriculum, students engage in echo practice in a student-centered manner, replacing the traditional teacher-led classroom. Utilizing the IDC theory, two elements「Imitating」and「Staging」are incorporated into the learning environment to create a learning activity named “LEPS English Vocabulary Class.” In this class, the “LE” part corresponds to “Imitating” while the “PS” part corresponds to “Staging” Students first listen to and recognize vocabulary words (Listening), then practice by echoing them using the provided materials (Echoing). When students feel proficient during the echoing process, they can practice the Staging game with nearby classmates (Peer-practicing). Finally, students perform in group Staging games (Staging). The study involved 23 second-grade students from an elementary school. Results showed that after nine sessions of the class activity, students made progress in listening, speaking, and reading vocabulary. Each student had individual preferences for the activities and expressed positive feedback. The Staging game provided clear learning objectives, fostering different achievements among students.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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