| 摘要: | 在全球化趨勢下，英語不僅是國際溝通中不可或缺的工具，也是影響亞洲地區 EFL 學習者語言能力發展的重要關鍵，而詞彙的掌握與運用更是左右其聽、說、讀、寫表現的核心。然而，傳統教學模式常讓學習者陷入詞彙記憶困難、缺乏語境應用的困境，進而限制了學習成效。數位遊戲式學習作為一種融合互動性與情境學習的方式，提供學習者更沉浸式的語言學習環境，因此越來越多領域或教育場所選擇使用遊戲式學習來做為輔助工具。而在數位遊戲式學習的環境中，數位獎章機制所提供的獎章目標有助於提升學習者進行學習活動的意願，在追求獎章條件目標的過程中，能促使學習者進行特定的學習活動和學習行為。然而當學習情境本身與獎章缺乏教學目標連結、或獎章設計過於普通時，學習者容易將其視為無意義的裝飾品，進而產生倦怠感。因此，就有學者提出「難度分級獎章」設計，例如像是銅、銀、金這種多層次獎章機制。相較於無分級獎章，分級獎章能提供逐步挑戰、階段性成就與明確的進步路徑。然而，探討分級獎章特性並應用於教育領域的研究不多，再結合英語詞彙遊戲式學習的研究便更少了，因此本研究開發結合英語詞彙學習的3D冒險角色扮演之遊戲式學習系統「地語迷城」，並且在本系統中設計了不同分級特性獎章機制的學習環境，分別是有難度分級版和無難度分級版。本研究旨在數位遊戲式英語詞彙學習環境中，探討不同獎章機制對學習者其英語詞彙學習成效、遊戲成效、學習動機、遊戲心流及學習觀感之影響及各變項之相關性，同時探討不同遊戲經驗的學習者，在相同的學習環境中對英語詞彙學習成效、遊戲成效、學習動機、遊戲心流和學習觀感之影響。
本研究共有58位學習者，將其依照不同獎章機制分為兩組(有難度分級獎章組及無難度分級獎章組)，各組分別均有29人，並再進一步使用遊戲經驗能力分組，兩組中的高低遊戲經驗的學習者分別15人和14人，研究工具包含英語詞彙學習成效測驗卷、學習動機量表、遊戲心流量表、學習觀感量表及系統紀錄檔。根據本研究的實驗結果表明，在3D冒險角色扮演的數位遊戲式英語詞彙學習環境下，不同獎章機制對學習者的影響，主要發現有以下五點(1)不同獎章機制組的學習者其英語詞彙學習成效皆顯著進步，然而在句子填空進步分數，則發現有難度分級獎章組優於無難度分級獎章組；(2)有難度分級獎章組的遊戲成效大部分比無分級獎章組好，但也有少數指標低於無分級獎章組；(3)在學習動機上，有難度分級組與無難度分級組沒有差異；(4)有難度分級獎章組顯著提升了整體遊戲心流與實用性、行為意圖和整體觀感；(5)有難度分級獎章組的英語詞彙學習成效與遊戲類遊戲成效之間呈現最多的顯著相關性，而無難度分級獎章組則在英語詞彙學習成效與學習類遊戲成效之間呈現最多顯著相關。此外，兩組的學習動機與遊戲心流與學習成效之間大多未呈現穩定顯著的相關，僅有少數個別向度達到顯著水準
在3D冒險角色扮演的數位遊戲式英語詞彙學習環境下，不同獎章機制對不同遊戲經驗學習者的影響，主要發現有以下五點(1)不同獎章機制組內的不同遊戲經驗學習者其英語詞彙學習成效皆顯著進步，在無分級中的後側句子填空和整體出現高經驗顯著高於低經驗；(2)有難度分級獎章組中，高遊戲經驗與低遊戲經驗學習者在多數遊戲成效上呈現高經驗者略優的趨勢，但僅部分遊戲成效出現顯著差異。在無難度分級獎章組中，高遊戲經驗學習者於遊戲類遊戲成效、學習類遊戲成效、獎章總分上皆顯著優於低經驗者；(3)不同獎章機制組內的高遊戲經驗學習者其學習動機普遍都比低經驗者高。有難度分級機制之高經驗者的內在動機顯著高於低經驗者，無難度分級機制之高經驗者外在動機顯著高於低經驗者；(4)不同獎章機制組內的高遊戲經驗者在遊戲心流的「樂趣」向度顯著高於低經驗者；(5)不同獎章機制組內的高經驗者其學習觀感顯著優於低經驗者，但在「易用性」向度無分級機制的高經驗者顯著高於低經驗者
本研究的結果有助於在數位遊戲式學習結合英語詞彙學習的研究者在設計遊戲中的獎章機制時，提供未來的研究方向。此外，本研究開發的系統，也能提供給未來教學者應用不同獎章機制於不同的教學環境中。
;In today’s globalized world, English is not only an essential tool for international communication but also a key factor influencing the language development of EFL (English as a Foreign Language) learners in Asia. Among all language skills, mastering vocabulary is at the core of improving listening, speaking, reading, and writing performance. However, traditional teaching methods often leave learners stuck in the difficulties of memorizing vocabulary and lacking real-world application, which limits their learning outcomes.Digital game-based learning (DGBL), combining interactivity and contextual learning, offers a more immersive language learning environment and is increasingly used across various fields and educational settings as a supportive tool. In DGBL environments, digital badge systems provide clear achievement goals, helping boost learners’ willingness to engage in learning tasks and driving them to carry out specific learning activities and behaviors. Yet, when the badges lack meaningful connections to learning objectives or are too basic in design, learners may see them as empty decorations, leading to boredom and disengagement.
To address this, researchers have proposed the idea of “Leveled badges” (such as bronze, silver, gold), where learners face progressive challenges, achieve staged accomplishments, and follow a clearer path of improvement — a system believed to be more motivating than non-leveled badges. However, research exploring leveled badge designs in education is still limited, and even fewer studies have combined such systems with English vocabulary learning in games.
This study developed a 3D adventure role-playing game called Language Maze for English vocabulary learning, designing two badge environments: one with leveled badges and one without. The goal was to explore how different badge mechanisms affect learners’ English vocabulary learning performance, in-game performance, learning motivation, game flow, and learning perception, as well as the relationships among these variables. Additionally, the study examined how learners with different levels of gaming experience perform under the same learning environment.
A total of 58 learners participated in the study, divided into two groups (Leveled badge group and non-leveled badge group), with 29 learners in each. Each group was further split by gaming experience, with 15 or 14 learners identified as high or low experience. Research tools included an English vocabulary performance test, a learning motivation questionnaire, a game flow questionnaire, a learning perception questionnaire, and system log data.The main findings from the experiment are summarized as follows:
(1) learners significantly improved their English vocabulary learning, but on sentence completion tasks, the leveled badge group outperformed the non- leveled group; (2) The leveled badge group generally achieved better in-game performance than the non- leveled group, though a few indicators favored the non-leveled group ; (3) There was no difference between the groups in terms of learning motivation ; (4) The leveled badge group showed higher overall game flow and stronger perceptions of usefulness, behavioral intention, and overall system experience ; (5) The leveled badge group showed the most significant correlations between vocabulary learning performance and game-type in-game performance, while the non-leveled group showed stronger links between vocabulary performance and learning-type in-game performance. Across both groups, learning motivation and game flow rarely showed stable, significant correlations with learning outcomes, except for a few specific areas.
When examining the effects on learners with different gaming experiences, the results showed: (1) Both high- and low-experience learners significantly improved their vocabulary learning in both badge groups; however, in the non-leveled group, high-experience learners outperformed low-experience learners on sentence completion and overall performance ; (2) In the leveled badge group, high-experience learners tended to perform better on most in-game performance indicators, but only some reached significant levels. In the non-leveled group, high-experience learners significantly outperformed low-experience learners on game-type, learning-type, and overall badge performance ; (3) Across both badge groups, high-experience learners generally had higher learning motivation. Specifically, in the leveled group, high-experience learners showed significantly higher intrinsic motivation, while in the non-leveled group, high-experience learners showed significantly higher extrinsic motivation ; (4) High-experience learners in both badge groups scored significantly higher on the “fun” aspect of game flow compared to low-experience learners ; (5) High-experience learners had better learning perceptions overall, and in the non- leveled badge group, they showed significantly better perceptions of system ease of use compared to low-experience learners.
Overall, the results of this study provide valuable insights for researchers designing badge systems in digital game-based learning, particularly for English vocabulary learning. In addition, the developed game system can serve as a practical reference for future educators applying different badge mechanisms in various learning environments. |
