閱讀能力與遊戲經驗對國小學生閱讀動機、遊戲動機、感知及遊戲成就的影響：以閱讀遊戲為例

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郭文琦(Wen-Chi Kuo) 查詢紙本館藏

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網路學習科技研究所

論文名稱

閱讀能力與遊戲經驗對國小學生閱讀動機、遊戲動機、感知及遊戲成就的影響：以閱讀遊戲為例
(Effects of Reading Ability and Gaming Experience on Elementary Students’ Reading Motivation, Gaming Motivation, Perceptions, and In-Game Achievements: A Case of Mobile Game for Reading)

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摘要(中)

閱讀是國小學生非常重要的能力之一。閱讀除了可以拓展學生的視野，還可以增進學業的成績，如數學、科學等。以往的研究發現許多國小學生的閱讀動機不高，並導致閱讀能力不佳。由於數位遊戲式學習(DGBL)包含了遊戲和教育兩個部分，藉由遊戲吸引學習者使用，並使用學習的部分提升學生學習成效。因此使用DGBL協助學生閱讀，是提高學生閱讀能力的方法之一。
個體差異會影響學生的學習及使用DGBL的效果。因為DGBL包括了學習及遊戲，所以在眾多的個體差異之中，閱讀能力與遊戲經驗對學生使用DGBL的影響很大。然而很少文獻研究學習者閱讀能力及遊戲經驗如何影響學習者使用DGBL協助閱讀。為了瞭解閱讀能力及遊戲經驗如何影響學生使用DGBL協助閱讀活動，本研究開發一款協助學生學習華文經書的DGBL，Game-based Ancient Literature App (GALA)，並探討不同閱讀能力及遊戲經驗的學習者在使用DGBL之後的閱讀動機、遊戲動機、感知及遊戲成就是否有所差異? 以及這些變項之間的相關性為何?
本研究以花蓮縣某小學53名學生為實驗對象。參與者使用本研究所開發的遊戲，每週一次，每次40分鐘，為期三個月。參與者依其上學期的語文成績分為高閱讀能力(HRA)及低閱讀能力(LHA)兩組，並依據玩遊戲的經驗多寡分為高遊戲經驗(HGE)及低遊戲經驗(LGE)兩組。研究使用問卷評估參與者的閱讀動機、遊戲動機及感知，遊戲成就則由系統自動記錄。
研究的結果發現，在閱讀能力方面，HRA學習者的閱讀動機和感知比LRA學習者高。這代表HRA學習者在使用DGBL協助閱讀時，會更有動機閱讀，同時也覺得DGBL對閱讀是有用的，且使用起來比較滿意。除此之外， HRA學習者的感知與遊戲成就中的答題正確率、星星數量及分數呈現正相關，這代表HRA學習者對DGBL越滿意時，就會越善用DGBL，並會增進學習及遊戲的成就。LRA學習者的閱讀動機與遊戲成就中的經文廣泛度呈負相關，這代表LRA學習者的閱讀動機越高時，由於閱讀能力較差，比較傾向選擇自己熟悉的經文閱讀，反而會減少廣泛閱讀經文。
本研究也發現在遊戲經驗方面，HGE學習者比LGE學習者有較低的閱讀動機，這代表HGE學習者通常花太多時間玩遊戲，比較沒有投入學習，因而閱讀動機較低。在相關方面，HGE學習者的經文廣泛度與閱讀動機及答題正確率都呈現負相關，這代表HGE學習者的閱讀動機越高時，他們經常玩遊戲的經驗，對DGBL的遊戲比較沒有興趣，所以不會積極嘗試更多的關卡，因此會導致挑選比較少的經文閱讀。LGE學習者的遊戲動機和感知、經文廣泛度、平均經文程度呈正相關，平均經文程度和關卡分數呈正相關，這代表LGE學習者的遊戲動機越高時，DGBL會更容易被學習者接受，並且有更好的學習及遊戲效果。
本研究的貢獻可以分成學理和應用兩個方面。在學理方面，本研究提供實證研究的證據，更深的了解個體差異，特別是閱讀能力及遊戲經驗，會如何影響學習者使用DGBL之後的閱讀動機、遊戲動機、感知及遊戲成就，這對發展適性化DGBL有所助益。在應用方面，本研究提供開發者從個體差異的角度設計開發DGBL，以協助學生閱讀，並減少個體差異導致DGBL成效的差異。除此之外，本研究也提供老師使用DGBL輔助學生學習時，更了解個體差異所造成的使用效果的差別，以利提供學生更適合的輔導。同時，本研究提供學生學習華文經書的DGBL環境，減少個體差異造成學習上的差別。

摘要(英)

Reading is essential to elementary students. However, many students have difficulty in reading because they lack reading motivation. Digital game-based learning (DGBL) integrated learning and gaming. The gaming part attracts learners to use, and the learning part supports their learning performance. Thus, the DGBL for reading is a solution to help reading.
Individual differences affect students’ how to use the DGBL. Reading ability and gaming experience are most important among numerous individual differences because DGBL integrates gaming and learning. However, insufficient attention has been paid to investigating how reading ability and gaming experience affect learners to use the DGBL. To this aim, this research developed the Game-based Ancient Literature App (GALA) to investigate how reading abilitiy and gaming experience affected learners’ reading motivation, gaming motivation, perceptions, and in-game achievements.
A total of 53 elementary students in Hualien County participated in this study. The participants used the GALA once a week for 40 minutes, lasting for three months. The Mandarin literacy course scores divided participants into the high reading ability group (HRA) and the low reading ability group (LRA). The gaming experience questionnaire divided participants into the high gaming experience group (HGE) and the low gaming experience group (LGE). This research used questionaries to survey learners’ reading motivation and perceptions. The in-game achievements were collected automatically by the system.
The results showed that the HRA learners’ reading motivation and perceptions were higher than LRA learners. The HRA learners had more reading motivation and felt the DGBL was helpful while using the DGBL to support reading. In addition, perceptions were found to have significant positive correlations with accuracy rate, number of stars, and stage score for HRA learners. The HRA learners’ in-game achievements were improved if they were more satisfied with the DGBL. The LRA learners’ reading motivation was significant but negatively correlated with the range of grade level. The LRA learners do not have enough reading ability. When they had higher reading motivation, they would like to read the ancient Chinese content they were familiar with. Thus, the range of grade level would be narrow.
This research also found that the reading motivation of HGE learners was lower than that of LGE learners. Most HGE learners spend too much time playing video games but not learning. Thus, their reading motivation was lower. In addition, the range of grade level was found to have a significant but negative correlation with reading motivation, as well as accuracy for the HGE learners. The HGE learners had rich experience in playing commercial video games. The game part of DGBL could not attract them. They would not challenge more game stages when they had higher reading motivation. Thus, their range of grade level was narrower. The LGE learners had a significant positive correlation between gaming motivation and perception, range of grade level, as well as average grade level. The relationship between average grade level and stage score was positively correlated only for LGE learners. When LGE learners had higher gaming motivation, they were more satisfied with the DGBL and had better learning and gaming achievement.
This study includes two aspects of contributions: theories and applications. For the former, this study used empirical evidence to provide a deep understanding of the effects of reading abilitiy and gaming experience on reading motivation, gaming motivation, perceptions, and in-game achievements. According to this understanding, designers could develop a personalized DGBL system in which the learners’ individual differences (i.e., reading ability and gaming experience) could be removed. For the latter, this study revealed how to design a DGBL for reading to reduce the differences in effects on DGBL for those learners with different reading abilities and gaming experiences. In addition, this study provided more detail to teachers to understand the effects of individual differences on DGBL. Thus, teachers could provide better support to students. Finally, this study provided students with a DGBL environment to learn ancient Chinese literature in which individual differences could be reduced.

關鍵字(中)

★ 數位遊戲式學習
★ 遊戲經驗
★ 遊戲動機
★ 個體差異
★ 閱讀能力
★ 閱讀動機
★ 感知
★ 遊戲成就

關鍵字(英)

★ digital game-based learning
★ gaming experience
★ gaming motivation
★ individual differences
★ reading ability
★ reading motivation
★ perceptions
★ in-game achievements

論文目次

Table of contents
摘要…………………………………………………………………………….…......vi
Abstract……...……………………………………………………………….........viii
List of Figures………….………………………………………………………….xiii
List of Tables…………..…………………………………………………………….xiv
Chapter 1 Introduction 1
1.1 Research background 1
1.2 Purposes and research questions 4
1.3 Organization of the dissertation 5
Chapter 2 Literature review 6
2.1 Digital game-based learning in reading 6
2.2 Gaming motivation 9
2.3 Reading motivation 11
2.4 Individual differences 12
2.4.1 Reading ability 13
2.4.2 Gaming experience 15
Chapter 3 Implementation of the game-based reading app 17
3.1 Overview of the GALA 17
3.2 Implementation of GALA 19
3.2.1 Ancient literature learning module 23
3.2.2 Ancient literature quiz module 25
3.2.3 Gaming module 26
3.3 Architecture of the GALA 27
Chapter 4 Methodology Design 29
4.1 Participants 29
4.2 Instruments 30
4.2.1 Reading ability 30
4.2.2 Gaming experience questionnaire 31
4.2.3 Reading motivation questionnaire 32
4.2.4 Gaming motivation questionnaire 33
4.2.5 Perceptions questionnaire 33
4.2.6 In-game achievements of the game 34
4.3 Experimental procedure 36
4.4 Data analysis 37
Chapter 5 Results 39
5.1 Reading ability 39
5.1.1 Effects of reading ability on reading motivation 39
5.1.2 Effects of reading ability on gaming motivation 40
5.1.3 Effects of reading ability on perceptions 41
5.1.4 Effects of reading ability on the in-game achievements 42
5.1.5 Relationships between the HRA and LRA learners 43
5.2 Gaming experience 46
5.2.1 Effects of gaming experience on reading motivation 46
5.2.2 Effects of gaming experience on gaming motivation 47
5.2.3 Effects of gaming experience on perceptions 48
5.2.4 Effects of gaming experience on the in-game achievements 49
5.2.5 Relationships between the HGE and LGE learners 49
Chapter 6 Discussion 54
6.1 Framework of individual differences effects in GALA 54
6.2 Reading ability 57
6.2.1 Effects on reading motivation, gaming motivation, perceptions, and in-game achievements 57
6.2.2 Relationships between reading motivation, gaming motivation, perceptions, and in-game achievements 60
6.3 Gaming experience effects 66
6.3.1 Effects on reading motivation, gaming motivation, perceptions, and in-game achievements 66
6.3.2 Relationships between reading motivation, gaming motivation, perceptions, and in-game achievements 69
6.4 Design solution 78
Chapter 7 Conclusions 84
7.1 Main findings 84
7.2 Contributions 86
7.3 Limitations and future work 86
References 88
Appendices 106
A. Gaming experience questionnaire 106
B. Reading motivation questionnaire 106
C. Gaming motivation questionnaire 107
D. Perception questionnaire 108

List of Figures
Figure 1. The flow of GALA 20
Figure 2. Setup the pet guardian 21
Figure 3. The planets in GALA 22
Figure 4. The information about the planet 22
Figure 5. The stages on the planet 23
Figure 6. The information about the monster 23
Figure 7. Reading and listening to the ancient Chinese literature 24
Figure 8. True or false quiz 25
Figure 9. Multiple-choice quiz 25
Figure 10. Fight the monster with the pet guardian 27
Figure 11. Stars and rewards 27
Figure 12. Feed the pet 27
Figure 13. The architecture of the GALA 28
Figure 14. The architecture of this study 29
Figure 15. The procedure of the experiment 37
Figure 16. A framework of the different effects of the reading ability 56
Figure 17. A framework of the different effects of the gaming experience 56
Figure 18. The correlation differences between the HRA and LRA learners 60
Figure 19. The correlation differences between the HGE and LGE learners 69
Figure 20. The design solutions for GALA 83

List of Tables
Table 1. The ancient books corresponding to the student’s grade 24
Table 2. The distribution of participants 30
Table 3. In-game achievements of GALA 35
Table 4. Analysis methods of this study 38
Table 5. Effects of reading ability on reading motivation 40
Table 6. Effects of reading ability on gaming motivation 41
Table 7. Effects of reading ability on perceptions 42
Table 8. Effects of reading ability on in-game achievements in GALA 43
Table 9. Correlational results for the HRA learners in GALA 45
Table 10. Correlational results for the LRA learners in GALA 45
Table 11. Regression analysis predicting reading motivation 46
Table 12. Effects of gaming experience on reading motivation 47
Table 13. Effects of gaming experience on gaming motivation 48
Table 14. Effects of gaming experience on perceptions 48
Table 15. Effects of gaming experience on in-game achievements in GALA 49
Table 16. Correlational results for the HGE learners in GALA 52
Table 17. Correlational results for the LGE learners in GALA 52
Table 18. Regression analysis predicting gaming motivation 53
Table 19. Design suggestions for GALA 82
Table 20. New design modules corresponding to the design suggestions 82
Table 21. Solutions to support LRA and HGE learners 83

參考文獻

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2023-1-10

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