科技輔助版圖遊戲增進印尼兒童英語詞彙學習 之成效研究

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姓名

蘇可娜(Niluh Putu Puri Palupi Sukenasa) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

科技輔助版圖遊戲增進印尼兒童英語詞彙學習之成效研究
(The Effectiveness of Using Technology-Mediated Board Game on Young Learners in Indonesia to Improve English Vocabulary)

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摘要(中)

有教育目的的遊戲與科技使用是增強學習動機的適當方法。因此，本論文提出一種以科技為媒介的版圖遊戲及其相關課程以吸引印尼的兒童學習者學習英語詞彙。本研究調查兒童學習者的英語詞彙學習表現和學習動機，以作為在課程中使用科技融入版圖遊戲的教學成效。研究中收集質性和量化數據，以印尼一所城市和一所農村小學的一年級和二年級學生為教學對象，並收集教師在教學中對使用資訊、溝通和科技的看法。研究方法以前測、後測、課堂觀察，以及Keller的ARCS模式進行教師知覺問卷調查，並以教師訪談，以分析以科技融入版圖遊戲對學習英語詞彙的有效性。
主要研究發現科技融入版圖遊戲可以提高學生的英語詞彙學習成績，並且刺激兒童學習者之學習動機。該遊戲可以使學生積極參與社交互動和情感活動；另一方面，該遊戲可以促進學生在日常生活中遇到的園藝概念。此外，本研究亦討論教師在教學活動中使用資訊、交流和科技的知覺和實施的困難。這些研究發現，科技融入版圖遊戲可成為印尼兒童學習者學習英語詞彙的有效途徑。

摘要(英)

The use of games and technology for educational purposes can be an appropriate method in enhancing learning motivation. Therefore, this thesis presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners’ vocabulary learning performance and learning motivation as the learning effectiveness of using technology-mediated board game in the course. Both qualitative and quantitative data were collected to identify the learning effectiveness of the first-grade and second-grade students in one urban and one rural primary school in Indonesia, and the teachers’ perception toward the information, communication, and technology in the teaching and learning activities in Indonesia. The pretest, posttest, classroom observation, Keller’s ARCS model, teachers’ perception questionnaire and teachers’ interviews were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary.
The main finding indicated that technology-mediated board game could improve students’ English vocabulary learning achievement. Moreover, the use of technology-mediated board game encouraged young learners to have strong learning motivation. The game could engage students in positive social interaction and emotion. On the other hands, the game could promote students to have a concept in gardening that can be encounter in their daily life. Additionally, this study also discussed the teachers’ awareness and difficulties of implementation toward the use of information, communication, and technology in teaching and learning activities. These findings imply that technology-mediated board game become an effective way in teaching English vocabulary to young learners in Indonesia.

關鍵字(中)

★ 科技融入版圖遊戲
★ 學習成效
★ 英語詞彙
★ 動機
★ 情境學習

關鍵字(英)

★ Technology-mediated board game
★ learning achievement
★ English vocabulary
★ motivation
★ situated learning

論文目次

Table of Contents
中文摘要 i
ABSTRACT ii
ACKNOWLEDGMENT iii
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER ONE: INTRODUCTION 1
1.1 Background of the Study 1
1.2 Research Objectives and Questions 4
1.3 Limitation of the Study 4
1.4 Significant of the Study 5
1.5 The Organization of the Study 5
1.6 Definition of the Key Terms 5
CHAPTER TWO: LITERATURE REVIEW 7
2.1 English Vocabulary for Young Learners 7
2.1.1 Vocabulary Teaching Strategies 8
2.1.2 Situated-Learning of Language 11
2.2 Game-Based Learning 13
2.2.1 Digital Game-Based Learning 15
2.2.2 Gamification 17
2.2.3 Game Mechanism 19
2.2.4 Game-Based Learning Effectiveness 21
2.3 Learning Motivation 22
2.3.1 Games and Motivation 23
2.3.2 ARCS Motivation Model 24
CHAPTER THREE: INSTRUCTIONAL DESIGN 27
3.1 Classroom Arrangements 27
3.2 The Process of Teaching 28
3.3 Board Game Design 34
CHAPTER FOUR: RESEARCH METHODS 41
4.1 Research Design 41
4.2 Research Subjects 41
4.3 Research Tools 44
4.4 Data Analysis Technique 45
CHAPTER FIVE: RESULT & ANALYSIS 49
5.1 Analysis of Vocabulary Learning Achievement 49
5.2 Analysis of Students Motivation 56
5.3 Analysis of Teachers’ Perception 63
CHAPTER SIX: CONCLUSION & SUGGESTION 69
6.1 Conclusion 69
6.2 Suggestion 72
REFERENCES 74
APPENDIX 1: Letter of Permission 80
APPENDIX 2: Pre-Test Grade 1 81
APPENDIX 3: Post-Test Grade 1 85
APPENDIX 4: Pre-Test Grade 2 89
APPENDIX 5: Post-Test Grade 2 93
APPENDIX 6: Students ARCS Questionnaire 97
APPENDIX 7: Teachers Perception Questionnaire 98
APPENDIX 8: Teachers’ Interview 99

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指導教授

施如齡(Ju-Ling Shih)

審核日期

2020-7-28

推文