| dc.description.abstract | In the wave of globalization, English has become the current international language and is widely adopted as an official language in many countries. It is even included in the basic education curriculum of non-English-speaking nations. Vocabulary is a fundamental and essential element in learning English. However, many learners find the process of memorizing and reciting English words tedious and even painful. In the past, digital game-based learning (DGBL) has been used to assist learners in acquiring English vocabulary. DGBL incorporates challenging, feedback-driven, and entertaining elements, making the learning experience more enjoyable for learners. The design of reward and punishment mechanisms in DGBL can have different effects on learners. Previous research has indicated that the reward mechanisms in DGBL enhance students′ learning motivation and contribute to their English vocabulary acquisition. On the other hand, punishment mechanisms can demoralize students, make them less proactive, and consequently decrease their learning outcomes. In DGBL, learners are rewarded for answering questions correctly or completing tasks, while they are punished for answering incorrectly or failing to achieve objectives. The presence of rewards in games elicits a sense of pleasure in learners, encouraging them to continue learning and reinforcing desired behaviors. Conversely, students tend to fear punishment, leading to avoidance behavior and affecting their learning motivation.
Therefore, this study integrates game-based reward and punishment mechanisms with learning content′s reward and punishment mechanisms, incorporating them into a digital game-based learning environment. An English vocabulary learning system was developed, where learners earn coins during the learning process to purchase cards for battles. The main objective of this research is to investigate the effects of reward and punishment mechanisms on learning outcomes, game performance, learning motivation, learning perception, and technology acceptance. Furthermore, the study aims to explore the correlations among learning outcomes, game performance, learning motivation, learning perception, and technology acceptance under different reward and punishment mechanisms.
The participants of this study consisted of 42 Taiwanese students, who were divided into an experimental group (learning and gaming of reward and punishment, 21 participants) and a control group (gaming of reward and punishment, 21 participants). The research instruments included an English learning performance test, a learning motivation scale, a learning perception scale, a technology acceptance scale, and system log files. The entire experiment took approximately 100 minutes. Prior to the test, participants were required to complete the English learning performance test and the learning motivation scale, which took approximately 15 minutes. Then, they received a 10-minute instructional session on operating the English vocabulary learning system. Subsequently, participants played the game for 40 minutes. Finally, a post-test session of 40 minutes was conducted, during which participants completed the English learning performance test, the learning motivation scale, the learning perception scale, and the technology acceptance scale. Non-parametric analysis and Lag Sequential Analysis (LSA) were employed to investigate the correlations and effects of learners under different reward and punishment mechanisms.
The main results of this study are as follows: (1) Learners under different reward and punishment mechanisms demonstrated similar learning outcomes in terms of pre-test, post-test, and improvement scores in English vocabulary learning after using the system which was developed in this study. (2) The experimental group outperformed the control group in terms of cumulative correct answers on the learning area test, indicating better game performance. (3) The control group exhibited higher learning motivation than the experimental group after using the system, and their improvement scores in learning motivation were higher than those of the experimental group. (4) Learners under different reward and punishment mechanisms had similar perceptions of the learning system and technology acceptance after using it. (5) Regarding behavior transfer, the most frequent transfer occurred in game behaviors, followed by learning behaviors and auxiliary behaviors. In terms of behavior transfer between different reward and punishment mechanisms, only the experimental group exhibited transfer between learning behaviors, while no significant differences were observed in game behaviors and auxiliary behaviors between the experimental and control groups.
The findings of this study provide valuable insights for future researchers in the field of digital game-based learning and language learning when designing reward and punishment mechanisms in games. Additionally, the developed ＂English Vocabulary Learning System＂ in this study can be utilized by educators in various instructional settings, allowing for the application of different reward and punishment mechanisms. | en_US |