| dc.description.abstract | In the context of internationalization, interactions between countries are becoming more
and more intensive, and because of the diverse development of the Japanese media and cultural
industries, more and more people are learning Japanese, which involves a wide range of aspects
such as vocabulary, grammar, listening, speaking, reading and writing. Among them, Japanese
particles are considered to be the most complicated and confusing part of the Japanese language,
and they bring different meanings depending on their position in a sentence, which makes them
a big challenge to learn. The complexity and variety of particles make learners prone to misuse
them. Therefore, mastering effective learning strategies to tackle the difficulties of Japanese
particles is crucial for Japanese learners. Since language learning is a long-term process,
methods to maintain learning motivation are very important. Appropriate learning methods and
tools can help learners better understand and use Japanese, thereby improving language
proficiency and communication effectiveness. Among these methods, the fun and autonomous
nature of digital game-based learning is an effective way to increase learners′ motivation. In
recent years, more and more language learning studies have utilized digital game-based learning,
making the language learning process enjoyable while simultaneously stimulating learners′
motivation and performance.
However, digital game-based learning can attract learners through the design of various
game features, such as uncertainty in games. Digital game-based learning combined with
uncertainty can effectively help improve learning motivation. The uncertainty in games can
successfully increase learners′ game performance and learning interest. However, previous
studies have rarely incorporated uncertainty and digital game-based learning focused on
Japanese particles.
Therefore, this study developed a digital game-based Japanese particles learning system
with uncertainty. The uncertainties designed in this study include random quiz questions,
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random coin rewards, dice point battles, and same-point spinning wheels, which are integrated
with the game design to stimulate learner engagement in learning through the game and to
create different learning activities for learners to participate in. This study aims to explore the
effects of learners in the group uncertainty and the group without uncertainty on the learning
performance, in-game performance, learning motivation, and learning perception of Japanese
particles in a digital game-based learning context, as well as the correlations among these
variables.
The subjects of this study were undergraduate students majoring in Japanese at a certain
university, with a total of 49 learners. They were divided into two groups based on the with or
without uncertainty (with and without uncertainty group). The uncertainty group had 25
participants, and the without uncertainty group had 24 participants. The research tools included
the Japanese particles learning system, the Japanese particles learning test, the learning
motivation scale, the learning perception scale, and system record files.
The participants in this study were 49 Japanese language students from a university, who
were divided into two groups according to their different uncertainty (with and without
uncertainty group). There were 25 students in the uncertainty group and 24 in the without
uncertainty group. The research tools included the Japanese particles learning system, the
Japanese particles learning test, the learning motivation scale, the learning perception scale, and
the system record files.
The results of this study indicate the impact of the with or without uncertainty on learners
in the context of a digital game-based Japanese learning system. The main findings include the
following five points: (1) After using the Japanese particles learning system developed in this
study, learners, regardless of the with or without uncertainty, showed significant improvement
in their Japanese particles learning performance; (2) In the digital game-based learning context,
there were differences in game performance in the practice area and auxiliary tools between
learners with and without uncertainty. Learners in the uncertainty group had significantly higher
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practice frequency, total correct answers, passing times in the practice area, and total coins in
auxiliary tools compared to learners without uncertainty; (3) Both groups of learners, with and
without uncertainty, showed increased interest in learning motivation, but the motivation of
learners in the uncertainty group was significantly higher than that of learners without
uncertainty; (4) There was no significant difference in learning perception between learners
with and without uncertainty, indicating similar levels of satisfaction with the learning
experience for both groups; (5) There was a significant positive correlation between learning
effectiveness and learning motivation, as well as learning perception for both groups of learners,
with a notable significant positive correlation between learning effectiveness and learning
motivation for learners in the uncertainty group.
In summary, the results indicate that the digital game-based Japanese particles learning
context in this study helped both learners in the uncertainty group and the without uncertainty
group improve their Japanese particles learning performance. Additionally,the design
incorporating uncertainty contributed to enhancing learning motivation and game performance.
Therefore, this provides researchers with a direction for exploring the impact of uncertainty on
learners′ effectiveness. Educators and designers can also use this system to plan teaching models
that are more suitable for learners to effectively learn Japanese. | en_US |