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姓名	鄭鈞豪(Chun-Hao Cheng)  查詢紙本館藏	畢業系所	網路學習科技研究所
論文名稱	從性別均等角度來發展遊戲式英語學習環境 (The Development of Gender-Equality Game-based English Learning Environments)
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摘要(中)	隨著國際化的趨勢，英文被廣泛地應用於各式各樣的領域之中。因此，在全世界上，英文不只是一個溝通工具，同時也扮演著一個非常重要的角色。換句話說，對學習者而言，提升英文能力已儼然是一個重要的議題。然而，學術英文又比英文更加的困難。因此學習學術英文並非一件簡單的事情。另外一方面，隨著科技的進展，許多研究也將科技融入於學習中。這是因為科技有益於學習環境，而學習者們可以擁有更好的學習效果。在眾多新穎的學習方法中，遊戲式學習是最受到歡迎的學習方法。這是因為遊戲式學習有著許多優點能幫助學習者們的學習。因此，本研究將遊戲式學習融入學術英文學習，來提升學習者們的學習動機與學習興趣。然而，在學習過程中，遊戲式學習系統會提供豐富的多媒體元素，而如此豐富的多媒體元素會造成學習者們的認知負荷。然而，並非所有學習者都能接受這樣的學習方式，因為學習者之間存在個體差異。在眾多個體差異中，又以性別差異最為特殊。這是因為性別是相對固定且具不可被變動的變量。此外，許多研究也指出性別差異確實會影響學習者們對遊戲式學習的態度。更具體而言，性別差異是傳統性別角色之期望，男性與女性於多樣的層面下有著顯著差異。相反地，性別均等則是現代性別角色之期望，男性與女性於不同的層面下沒有顯著差異存在。因此，在遊戲式學習環境中，有必要將性別差異列入探討。為針對這項議題，本研究旨在提供一個可適應男性與女性，不同偏好之性別均等遊戲式學術英文學習系統。 兩個實證研究將被包含在本研究中：實驗一的目標為探討性別差異對於使用雛型遊戲式學術英文學習系統(PGBAELS)的影響；實驗二的目標是透過基於實驗一的結果，發展出一款能夠提供性別均等的修改版遊戲式學術英文學習系統(RGBAELS)。實驗一的研究結果指出，在男性與女性間，使用雛型遊戲式學術英文學習系統(PGBAELS)時存在性別差異。舉例來說，男性在使用雛型遊戲式學術英文學習系統時(PGBAELS)，較為關心的是系統的可操作性與外觀。然而，女性則是注重於系統的功能性。 實驗一的結果被應用於修改遊戲式學術英文學習系統的設計。根據男性與女性不同的意見，加入了許多支援機制。另外，根據男性與女性不同的需求，也改善了遊戲式學術英文學習系統(PGBAELS)的操作方式與呈現方式。而實驗二的結果則顯示，不論是男性或女性的學習者，在使用修改版遊戲式學術英文學習系統(RGBAELS)時，在學習觀感或學習成效上的性別差異被改善了。在學習行為的角度看來，男性與女性呈現出相似與相異的學習行為。此外，關於相異的學習行為，男性與女性對使用修改版遊戲式學術英文學習系統(RGBAELS)有著不同的偏好。舉例來說，男性會使用多種的提示來完成作答，而女性則使用單一提示。換句話說，男性與女性可以使用自己的策略去完成相同的學習任務。 整體來說，這一項研究將有助於深入了解如何設計一款適合男性與女性的遊戲式學術英文學習系統。同時地，這項研究也於性別層面上，為未來的研究者、學習者與教育者提供更加全面性的理解。如此一來，提供一個具備性別均等學習情境的遊戲式學術英文學習系統的目標將會被實現。
摘要(英)	With the advance of globalization, English is applied in various fields. Thus, English is not only a communicating tool, but also plays an important role in the world. In other words, there is a need to improve learner′ English abilities. However, academic English is more difficult than common English. Therefore, learning academic English well is not a simple task. On the other hand, much research integrates technology-based tools into student learning. This is because that the technology is beneficial for educational settings so that learners can demonstrate better learning effectiveness. Among several innovative learning methods, game-based learning is the most popular learning approach. This might be due to the fact that game-based learning had various advantages to support student learning. Thus, this study integrates game-based learning into English learning to increase learners’ learning motivation and learning interest. However, game-based learning would provide rich multimedia elements and such rich multimedia elements would result in learners’ cognitive load. However, not all of the learners can cope with cognitive overload because there are individual differences among learners. Among various individual differences, gender differences especially are important because gender was a relatively fixed and not malleable variable. Besides, much research also indicated that the gender differences would really affect learners’ learning attitude in game-based learning. Therefore, there is a need to consider gender differences in game-based learning environments. To address this issue, this study aims to provide a gender quality game-based academic English learning system that can accommodate the preferences of males and females. Two empirical studies were included in this research. Study One aimed to investigate how males and females used a Prototype of game-based academic English learning system (PGBAELS). Based on the results from Study One, Study Two targeted to develop the revised game-based academic English learning system that could provide a gender quality. The results of Study One indicated that there were gender differences between males and females while using the PGBAELS. For example, males cared about the control and appearance of the system while using the PGBAELS. However, females focused on the function of the PGBAELS. The results of Study One were applied to redesign the game-based academic English learning system, i.e., RGBAELS, in Study Two. The results of Study Two showed that gender differences were reduced between males and females while using the RGBAELS, in terms of learning perception or learning performance. In addition, males and females showed similar and different learning behaviors, in terms of learning behavior. Regarding different learning behavior, males and females had different preferences while using the RGBAELS. For instance, males would use various hints to answer the question while females only used a single kind of hint. In other words, males and females could use different strategies to complete the same learning tasks. In summary, this research contributes to develop a deep understanding of how to design game-based academic English learning system that can accommodate gender differences. By doing so, the goal of providing gender equality contexts can be realized.
關鍵字(中)	★ 英文學習 ★ 遊戲式學習 ★ 性別差異	關鍵字(英)	★ English Learning ★ Game-based Learning ★ Gender Differences
論文目次	摘要 v ABSTRACT vii Table of Contents ix List of Figures xii List of Tables xiii Chapter 1 Introduction 1 1.1 Background 1 1.2 Research Objectives 3 1.3 Chapter Outline 4 1.4 Summary 5 Chapter 2 Literature Review 6 2.1 English Learning 6 2.2 Game-based Learning 8 2.3 Gender Differences 13 2.4 Summary 17 Chapter 3 Research Design 18 3.1 Introduction 18 3.2 Methodological Approaches 19 3.3 Conceptual Framework 21 3.4 Summary 23 Chapter 4 Study One: Pilot Study 24 4.1The Prototype of a Game-based Academic English Learning System 24 4.1.1 Learning elements 24 4.1.2 Hint elements 25 4.1.3 Game elements 26 4.1.4 Reward elements 27 4.2 Participants 28 4.3 Perception Questionnaire 28 4.4 Experimental Procedures 29 4.5 Data Analyses 29 4.6 Results and Discussion 30 4.6.1 Learning behavior 30 4.6.2 Learning perception 31 4.6.2.1 The favorite hint 31 4.6.2.2 The non-favorite hint 32 4.6.2.3 The difficulties that students met 32 4.6.2.4 Recommended additional functions 33 4.6.3 Learning performance 34 4.6.4 Game performance 35 4.7 Summary 35 Chapter 5 Study Two: Main Study 37 5.1 Development of the Revised Game-based Academic English Learning System 37 5.2 Participant 44 5.3 Perception Questionnaire 44 5.4 Experimental Procedures 44 5.5 Data Analyses 45 5.6 Results 46 5.6.1 Overall Analysis 46 5.6.2 Little Dictionary 48 5.6.3 The notebook 53 5.6.4 The tasks 56 5.6.5 The Entertainment items 60 5.6.6 The Support mechanism 64 5.6.7 Other perception 70 5.6.8 Learning performance 72 5.6.9 Game performance 73 5.6.10 Task time 73 5.6.11 The correlation between learning behavior and task time 74 5.6.12 The correlation between learning behavior and learning performance 74 5.6.13 The correlations between learning performance and game performance 75 5.6.14 The correlations between learning performance and task time 76 5.6.15 The correlations between game performance and task time 76 5.7 Comparison between Frequency Analysis and Sequential Analysis 76 5.8 Summary 79 Chapter 6 Conclusions 81 6.1 Main Conclusions 81 6.2 Contributions 84 6.3 Limitations and Future Work 86 References 87
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指導教授	陳攸華(Sherry Y. Chen)	審核日期	2018-6-27
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