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https://ir.lib.ncu.edu.tw/handle/987654321/98414
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| 題名: | 探討難度分級獎章機制與英語聽力能力對多益英語聽力學習成效、遊戲成效、學習動機、學習觀感和認知負荷之影響—以「多益英語聽力練習場」為例;Exploring the Effects of Leveled Badge Design Mechanisms and English Listening Ability on TOEIC English Listening Learning Performance, Gaming Performance, Learning Motivation, Learning Perceptions, and Cognitive Load: A Case of TOEIC English Listening Practice Arena |
| 作者: | 陳品儒;Chen, Ping-Ju |
| 貢獻者: | 網路學習科技研究所 |
| 關鍵詞: | 數位遊戲式學習;獎章機制;難度分級獎章;先備知識;多益英語聽力學習成效;遊戲成效;學習動機;學習觀感;認知負荷;Digital Game-Based Learning;Badge Mechanism;Leveled Badge;Prior Knowledge;TOEIC English Listening Performance;In-Game Performance;Learning Motivation;Learning Perception;Cognitive Load |
| 日期: | 2025-07-23 |
| 上傳時間: | 2025-10-17 12:45:33 (UTC+8) |
| 出版者: | 國立中央大學 |
| 摘要: | 在現代國際化的趨勢之下，英語已經成為許多領域的重要語言，包含學術、商業、國際關係等，彰顯英語聽力技能的重要性，在重要的鑑定英語能力考試多益中，英語聽力更是不可或缺的技能。然而，學校英語課堂的忽視使學習者缺少進行英語聽力練習的機會，聽力學習的困難也容易使學習者喪失自信心與學習動機。現今越來越多研究指出，結合數位遊戲式學習進行英語聽力學習有助於提升學習動機和學習成效，數位遊戲式學習系統使學習者在輕鬆且具趣味性的遊戲環境下學習，緩解學習者對語言學習的焦慮，並搭配循序漸進的學習策略，使學習者在反覆的練習中掌握英語聽力技巧，簡單易用的遊戲介面和實用的教學內容提升了學習觀感。數位獎章機制是數位遊戲式學習中有效的獎勵機制，是學習者達成特定的學習條件後的即時回饋，並直接反映了學習者的能力與外部表現，提升內在動機與外在動機。而難度分級獎章是數位獎章的其中一個種類，難度分級獎章根據同一項學習目標，根據完成的困難度定義了不同等級的獎章，此設計給予學習者在同一項練習中的目標感，為了獲得更高品質的獎章，努力地將知識的學習程度達到精熟，因此，本研究在數位遊戲式學習系統中加入難度分級獎章，探討帶給學習者哪些正面的影響。然而，這並不一定適用於所有的學習者，不同先備能力會影響學習行為及學習表現，高能力者會傾向較具挑戰性的學習任務，且容易投入較多努力使認知負荷提高，而低能力者傾向探索或與同儕交流，但容易因挫折而產生學習焦慮。因此本研究開發一款以多益英語聽力為學習內容的數位遊戲式學習系統「多益英語聽力練習場」，除了加入難度分級獎章機制外，開發另一款是加入無分級獎章機制的版本，探討不同先備英語聽力能力的學習者在不同獎章機制的多益英語聽力學習成效、學習動機、學習觀感和認知負荷的差異，以及各變項之間的相關性。
本研究共有42名（男生12名、女生30名）應用英語系的大學生參與實驗，根據使用的系統分為難度分級獎章組21人及無分級獎章組21人，根據英語聽力能力前測成績分成高能力組及低能力組，難度分級獎章組的高能力11人、低能力組10人，無分級獎章組的高能力組10人、低能力11人，研究工具有英語聽力能力測驗、學習動機量表、學習觀感量表、認知負荷量表和系統紀錄檔。
本研究在不同獎章機制的實驗結果主要包含以下六點：(1)使用本系統後，難度分級獎章和無分級獎章機制皆可提升學習成效；(2)在遊戲成效中，難度分級獎章組在獎章遊戲成效上顯著大於無分級獎章組；(3)在學習動機中，兩個獎章機制並無差異；(4)在學習觀感中，兩個獎章機制並無差異；(5)在認知負荷中，兩個獎章機制並無差異；(6)在相關性上，兩組的學習動機、學習觀感、認知負荷皆有顯著相關，難度分級獎章組中的練習區、獎章遊戲成效和學習動機、學習觀感、認知負荷呈正相關，無分級獎章組中鼓勵類獎章和學習成效呈正相關，累積對戰次數和學習動機成負相關，練習區遊戲成效和認知負荷成負相關。而不同獎章機制對不同英語聽力能力學習者之實驗結果主要有以下幾點：(1)使用本系統後，不同英語聽力能力的學習者在難度分級獎章和無分級獎章下皆可提升學習成效；(2)在遊戲成效中，難度分級獎章組的低能力者在查看獎章列表和輔助工具顯著大於高能力者，難度分級獎章組和無分級獎章組的高能力者在獎章遊戲成效皆顯著大於低能力者；(3)在學習動機中，兩個獎章機制的不同英語聽力學習者並無差異；(4)在學習觀感中，兩個獎章機制的不同英語聽力學習者並無差異；(5)在認知負荷中，兩個獎章機制的不同英語聽力學習者並無差異。
綜上所述，本研究開發之以多益英語聽力為學習內容之數位遊戲式學習系統能夠幫助學習者提供學習成效和遊戲成效，了解學習者在不同獎章機制的看法，以及不同英語聽力能力學習者的行為表現。本研究之結果有助於數位遊戲式學習、英語聽力學習、難度獎章機制和先備能力相關研究，並提供未來的研究方向和系統改善面向。;In today’s increasingly globalized world, English has become a crucial language across various domains such as academia, business, and international relations, highlighting the importance of English listening skills. In major English proficiency assessments like the TOEIC, listening comprehension is an essential component. However, limited emphasis on listening instruction in school curricula often deprives learners of adequate opportunities to practice, leading to diminished confidence and reduced learning motivation. Recent studies suggest that incorporating Digital Game-Based Learning (DGBL) into English listening instruction can enhance both learning motivation and learning outcomes. DGBL systems allow learners to engage with content in a relaxed and enjoyable environment, thereby alleviating language learning anxiety. By integrating structured, progressive strategies, learners can improve their listening abilities through repeated practice. Furthermore, user-friendly game interfaces and practical learning content contribute positively to learning perception by improving ease-of-use, usefulness, and behavioral intention. Digital badges serve as an effective motivational mechanism in DGBL environments by providing immediate feedback upon achieving specific learning goals. These badges reflect learners’ competencies and external performance, supporting both Intrinsic and Extrinsic motivation. Among various badge types, leveled badges stand out by assigning different badge levels to the same learning objective based on task difficulty. This design encourages learners to strive for mastery in order to obtain higher-level badges. Therefore, this study integrated leveled badges into a DGBL system to explore their potential benefits for learners. However, such mechanisms may not equally benefit all learners. Different proficiency learners may exhibit distinct learning behaviors and outcomes. High-proficiency learners are generally more inclined to pursue challenging tasks and invest greater effort, which may increase their cognitive load, including both mental load and mental effort. In contrast, low-proficiency learners may prefer exploratory learning or peer interaction, but are more susceptible to anxiety when facing setbacks. To address this, we developed a DGBL system titled TOEIC English Listening Practice Arena, which focuses on TOEIC english listening proficiency. Two versions of the system were created: one with leveled badges and the other with non-leveled badges. This study investigates how learners with varying levels of TOEIC english listening proficiency respond to these two badge mechanisms in terms of TOEIC english listening performance, learning motivation, learning perception, and cognitive load, as well as the correlations among these variables
A total of 42 undergraduate students (12 males and 30 females) majoring in Applied English participated in this study. Participants were randomly assigned to one of two groups: the leveled badge group (n = 21) and the non-leveled badge group (n = 21). Based on their TOEIC english listening proficiency pretest scores, participants were further categorized into high- and low-proficiency subgroups. The leveled badge group consisted of 11 high-proficiency and 10 low-proficiency learners, while the non-leveled badge group included 10 high-proficiency and 11 low-proficiency learners. Research instruments included a TOEIC english listening proficiency test, learning motivation scale, learning perception scale, cognitive load scale, and system log files.
The key experimental findings regarding the two badge mechanisms can be summarized as follows: (1) Both badge mechanisms effectively improved TOEIC english listening performance after using the system; (2) In terms of in-game performance, the leveled badge group significantly outperformed the non-leveled badge group in badge-related tasks; (3) There was no significant difference in learning motivation between the two groups; (4) There was no significant difference in learning perception between the two groups; (5) There was no significant difference in cognitive load between the two groups; (6) Significant correlations were found among learning motivation, learning perception, and cognitive load in both groups. In the leveled badge group, in-game performance in both the practice area and badge tasks was positively correlated with learning motivation, learning perception, and cognitive load. In the non-leveled badge group, motivational badges were positively correlated with TOEIC english listening performance, while the number of accumulated competitive matches was negatively correlated with learning motivation, and in-game performance in the practice area was negatively correlated with cognitive load.
The findings regarding learners with different of TOEIC english listening proficiency learners under the two badge mechanisms are as follows: (1) Both high- and low-proficiency learners improved their TOEIC english listening performance after using the system, regardless of badge mechanism; (2) Within the leveled badge group, low-proficiency learners accessed the badge list and learning aids significantly more frequently than high-proficiency learners. However, for both badge groups, high-proficiency learners demonstrated significantly higher badge-related in-game performance than their low-proficiency learners; (3) No significant differences in learning motivation were found between high- and low-proficiency learners in either badge group; (4) No significant differences in learning perception were observed between learners with different proficiency learners in either group; (5) No significant differences in cognitive load were observed between learners with different proficiency learners in either group.
In summary, the TOEIC English Listening Practice Arena developed in this study demonstrated the potential to enhance both TOEIC english listening performance and in-game performance. It also offered insights into learners’ perceptions of different Digital Badge mechanisms and highlighted behavioral differences between learners with varying TOEIC english listening proficiency. The results contribute to research in Digital Game-Based Learning, English listening instruction, Digital Badge design—particularly leveled badges—and prior knowledge in learning. Finally, this study provides implications for future research directions and potential improvements to DGBL system design. |
| 顯示於類別: | [網路學習科技研究所 ] 博碩士論文
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