| dc.description.abstract | The basic learning for beginner Japanese learners is mostly based on the kana syllables. In addition to the different pronunciation syllable combinations of the kana syllables, the voiced and semi-voiced hiragana writing of the kana syllables can easily cause confusion among learners. Something went wrong. Current Japanese learning methods include traditional classroom teaching, online learning platform courses or APPs. The automatic speech recognition (ASR) function can help learners increase their willingness to practice speaking through repeated practice and thereby improve their self-confidence. However, there are relatively few studies on introducing automatic speech recognition (ASR) into Japanese learning environments. In addition, the medal mechanism is a record indicator of the skills and achievements of learners in the learning environment. The system design based on the concept of the medal mechanism can stimulate learners′ learning motivation and improve learning effectiveness during the learning process. However, with/without There are few studies on medal mechanism combined with automatic speech recognition (ASR) for Japanese language learning. Furthermore, due to individual differences, the digital learning environment may not be suitable for every learner. One of the main factors affecting individual differences is prior knowledge. Although there have been many studies on prior knowledge in the past, they have not explored the role of prior knowledge in Japanese pronunciation. There is also relatively little research on learning.
Therefore, this research develops a ＂You′re On＂ Japanese phonics learning system that introduces the automatic speech recognition function and combines elements such as medals, trophies, scores, etc. in the medal mechanism, and designs a variety of different difficulty levels in the learning area and challenge area. The medal task is divided into a version with a medal mechanism and a version without a medal mechanism. This study aims to explore the impact of the presence/absence of medal mechanism and different high/low prior knowledge on the learning effectiveness, game effectiveness, learning motivation, speaking anxiety and learning perception of Japanese obsessive learners, as well as the correlation of each variable.
This study included a total of 60 students in a Japanese cram school in northern Taiwan. According to their high/low prior knowledge ability, they were divided into a high prior knowledge group of 30 students and a low prior knowledge group of 30 students. They were then divided into groups with or without a medal mechanism. There are two groups, the experimental group with the medal mechanism is 30 people, and the control group without the medal mechanism is 30 people. Research tools include Japanese prerequisite knowledge test paper, learning effectiveness test, learning motivation scale, speaking anxiety scale, learning perception scale and system log files.
This study examines the impact of the presence/absence of the medal mechanism on learners in the environment of the ＂You′re On＂ Japanese phonics learning system. The research results mainly summarize the following six points. (1) Both groups of learners have significant learning outcomes. progress, and the group with the medal mechanism is significantly better than the group without the medal mechanism. (2) In terms of game effectiveness, the group with the medal mechanism in the learning area is significantly better than the group without the medal mechanism, and the group with the medal mechanism in the challenge area is significantly better than the group without the medal. Mechanism group. (3) Both groups have made significant progress in learning motivation, showing the same average level of learning motivation. (4) Both groups have significantly reduced speaking anxiety, showing similar levels of speaking anxiety. (5) There was no significant difference in learning perception between the two groups, showing the same degree. (6) The learning effectiveness of the medal mechanism group was negatively correlated with the game effectiveness, and speaking anxiety was also negatively correlated with the game effectiveness, while in the group with the medal mechanism, there was a negative correlation. There is a positive correlation between learning perception and game effectiveness; in the non-medal mechanism group, there is a negative correlation between learning effectiveness and game effectiveness. Speaking anxiety also has a negative correlation with game effectiveness; and there is a positive correlation between learning perception and learning motivation.
The results of this study can improve the Japanese pronunciation ability of learners with/without medal mechanism and with high/low prior knowledge. It can also significantly help improve learning motivation, so that learners can easily enjoy autonomy anytime and anywhere. The fun of learning Japanese with awkward pronunciation. The system developed in this study can also help Japanese language teachers and system developers develop teaching designs for different medal mechanism applications in response to different teaching environments and differences in prior knowledge when designing medal mechanism development in the future. | en_US |