| 摘要: | 近年來在全球化時代的浪潮下，國際化的英語能力已成為培養未來菁英的重要核心，英語已成為人人必備的基本能力，英語不僅是企業在招聘與錄取過程中的重要評選標準，入職後也常需要持續接受英語訓練與測驗，其中以多益(TOEIC)為常見評量工具，透過提升員工的英語能力，有助於強化企業的國際化形象與競爭力，顯示英語多益學習在職場中的關鍵性與實務價值。
目前在國內有關英語學習的部份在校學生居多，但成人學習者的研究數量較少，相較於學生，成人學習者的自尊心較強，但學習信心卻相對較低，期望在使用Quizizz線上學習系統學習後能有所進步，針對此種學習方式探討有無遊戲化機制下學習者在聽力、閱讀與整體之學習成效、學習動機、自我效能與心流體驗之影響與相關性，此外也針對學習者使用系統的看法與感受，增加了開放式問卷的質性分析。
本研究對象為台灣某半導體公司工程師共51人，分為有遊戲化機制25人與無遊戲化機制26人來進行分組，實驗組使用Quizizz英語多益學習系統進行有遊戲化機制的學習和測驗，控制組使用Quizizz英語多益學習系統進行無遊戲化機制的學習和測驗。研究工具含聽力、閱讀、整體學習成效測驗、學習動機量表、自我效能量表、心流體驗量表，並在實驗結束後各組隨機各取10名做開放式問卷調查。資料分析包含信度分析、魏克生符號檢定、曼-惠特尼U檢定、斯皮爾曼等級相關係數。
本研究主要結果如下：(1)在學習成效方面不論是否導入遊戲化機制，有無遊戲化機制組在閱讀上呈現顯著進步；特別在有遊戲化機制組的聽力與整體表現上亦達顯著提升，顯示遊戲化學習有助於促進語言理解與綜合能力。而兩組前測僅在閱讀表現上無遊戲化機制組優於有遊戲化機制組，其餘未有顯著差異，顯示兩組在介入前的基礎能力大致相同，唯閱讀表現略有差異；於後測階段，有遊戲化機制組在聽力、閱讀與整體學習成效表現均優於無遊戲化機制組，差異達顯著差異，顯示遊戲化機制能在實質的學習成果上產生強化效果；(2)在學習動機方面有無遊戲化機制組皆無顯著差異；(3)在自我效能方面有無遊戲化機制組皆無顯著差異；(4)在心流體驗方面有無遊戲化機制組皆無顯著差異；(5)不論是否導入遊戲化機制，學習動機皆與自我效能及心流體驗呈現顯著正相關；在無遊戲化機制組中，自我效能與心流體驗亦顯示出顯著相關性，其餘變項間則未達顯著相關；(6)在開放式問卷分析中，學習者普遍肯定系統對學習成效是有助益的，認為其具備可重複練習與即時回饋等優勢；學習動機方面，多數學習者表示系統能依據學習者需求提供學習環境，無遊戲化機制者則偏好傳統學習方式；自我效能層面，多數使用者認為遊戲化學習有助於增強學習信心與目標掌握，惟部分學習者仍對此學習方式感到不習慣；心流體驗方面，大部分學習者在挑戰與能力平衡時感受到高度投入，亦有學習者認為學習時間過長可能削弱沉浸感。
根據本研究結果顯示，遊戲化學習系統有助於提升成人學習者的英語聽力與閱讀成效，雖然在學習動機、自我效能與心流體驗上並未達顯著差異，但相關性分析顯示這些變項之間是具有正向關聯的，顯示出學習動機在學習過程中扮演著關鍵影響。本研究的結果有助於驗證遊戲化學習提升成人學習，為未來在職學習系統設計提供實務參考。;In the era of globalization, English proficiency has become a crucial competency for developing future professionals. It is widely regarded not only as a fundamental skill for individuals but also as a key criterion in recruitment and job performance evaluations. Many companies require employees to undergo continuous English training and assessment, with the TOEIC (Test of English for International Communication) being one of the most commonly used tools. Enhancing employees′ English skills contributes to strengthening a company′s international image and competitiveness, highlighting the practical value of TOEIC-oriented English learning in the workplace.
Although most research in Taiwan focuses on student populations, studies on adult English learners remain limited. Adult learners tend to have higher self-esteem but lower learning confidence compared to students. This study explores whether adult learners can improve their English skills using the Quizizz online learning system, and investigates the effects of gamified and non-gamified learning environments on listening, reading, overall performance, learning motivation, self-efficacy, and flow experience. Additionally, learners′ feedback and experiences were collected through open-ended questionnaire responses for qualitative analysis.
The participants were 51 engineers from a semiconductor company in Taiwan, divided into two groups: 25 in the gamified learning group and 26 in the non-gamified group. Both groups used the Quizizz TOEIC learning system, with or without gamification elements. Research tools included listening, reading, and overall achievement tests, as well as scales measuring learning motivation, self-efficacy, and flow experience. After the intervention, open-ended questionnaires were conducted with 10 randomly selected participants from each group. Data analysis involved reliability testing, Wilcoxon signed-rank tests, Mann–Whitney U tests, and Spearman’s rank correlation.
The main findings of this study are as follows: (1) In terms of learning performance, both the gamified and non-gamified groups showed significant improvement in reading performance. The gamified group also exhibited significant gains in listening and overall performance, suggesting that gamified learning can effectively support language comprehension and integrated skills development. In the pre-test phase, the non-gamified group performed slightly better in reading, but there were no significant differences in other areas, indicating that the baseline abilities of both groups were generally similar, with only a minor difference in reading. In the post-test phase, the gamified group outperformed the non-gamified group in listening, reading, and overall learning performance, with statistically significant differences, demonstrating the reinforcing effect of gamification on actual learning results; (2) No significant differences were found between the two groups in terms of learning motivation; (3) There were no significant differences in self-efficacy between the gamified and non-gamified groups; (4) No significant differences were observed in flow experience between the two groups; (5) Regardless of whether gamification was used, learning motivation was significantly and positively correlated with both self-efficacy and flow experience. In the non-gamified group, a significant correlation was also found between self-efficacy and flow experience, while no other significant correlations were observed among the remaining variables; (6) From the open-ended questionnaire responses, most learners affirmed that the system was helpful for improving learning performance, particularly due to its features of repeatable practice and immediate feedback. In terms of learning motivation, many participants felt that the system provided a learning environment that could adapt to individual needs, although some learners in the non-gamified group preferred traditional learning approaches. Regarding self-efficacy, most users believed that gamified learning helped strengthen their confidence and clarify their learning goals, although a few still felt unfamiliar with the gamified format. As for flow experience, most learners reported high engagement when the level of challenge matched their abilities, although some indicated that prolonged learning time could reduce their sense of immersion.
In conclusion, gamified learning systems can significantly enhance English listening and reading performance for adult learners. While no significant differences were observed in motivation, self-efficacy, or flow, the positive correlations suggest that learning motivation plays a key role in the learning process. These results support the effectiveness of gamified learning for adult education and provide practical insights for the design of future workplace learning systems. |
