探討角色扮演遊戲中不確定性對英語口說學習成效、遊戲成效、學習動機、學習觀感及行為模式之影響

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方姿晴(Tzu-Ching Fang) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討角色扮演遊戲中不確定性對英語口說學習成效、遊戲成效、學習動機、學習觀感及行為模式之影響
(Effects of Uncertainty on English Speaking Performance, In-Game Performance, Learning Motivation, Learning Perceptions, and Behavioral Patterns in a Role-Playing Game)

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摘要(中)

在全球化的現今，英語已被應用於各領域中，想要有良好的溝通就必須要培養英語口說能力。然而，對英語作為外語的學習者來說，學習英語口說並不是件容易的事，其困難點包含學習者缺乏說英語的機會、學習動機低下與常在語法、詞彙與發音上遇到困難，進而影響口說流利度等。隨著科技的進步，近年來有許多研究使用數位學習系統培養學習者的英語口說能力，提供學習者說英語的機會，讓學習者能在低焦慮的環境下矯正發音。
　　過去數位遊戲式學習的相關文獻已證實，數位遊戲式學習能有效提升學習者各方面的英語能力（聽、說、讀、寫），也能引起學習者的興趣，提升學習動機並進一步減輕口說焦慮。而不確定性作為遊戲中不可缺少的要素之一，過去也有研究探討在數位遊戲式學習系統中加入不確定性的影響，其結果發現不確定性對學習有正向影響。然而，過去研究並沒有探討將不確定性應用於英語口說學習上的影響與學習者對不同遊戲不確定性機制的看法與喜好。因此，本研究主要探討在數位遊戲式英語口說學習的環境下，有無不確定性對學習者其英語口說學習成效、遊戲成效、學習動機、學習觀感及行為模式之影響，並進一步調查各變項間的相關性與學習者對三種遊戲不確定性機制的喜好程度和看法。
　　本研究開發了一款結合英語口說的線上角色扮演遊戲式學習系統「傳奇島冒險」，並設計了三種不同的遊戲不確定性機制，將系統分為有不確定性和無不確定性兩種版本。第一種遊戲不確定性機制為彩票，為學習者提供花費低金額就能贏得大量金幣的機會，透過其吸引力，讓學習者為了購買彩票而努力賺取金幣，達到促進學習的功效；第二種遊戲不確定性機制為得失骰骰看，讓學習者透過預測骰子點數，有機會獲得兩倍任務獎勵金幣或失去該次任務獎勵，由這種不確定獎勵吸引學習者，進而促進學習；第三種遊戲不確定性機制為突發任務，突發任務會在遊戲中不定期觸發，以維持學習者對系統的新鮮感，保持學習動機，突發任務共有三種任務內容，分別為討伐首領怪物、搜集物品及尋找NPC對話，每次觸發時會隨機選擇一種任務內容。
　　本研究採準實驗設計，研究對象為52位來自北部某科技大學五專部的應用英語系專一的學生，年齡約15到16歲，將學習者隨機分為兩組，有不確定性組有25人，無不確定性組有27人，研究工具包含英語口說能力測驗、學習動機量表、學習觀感量表、遊戲不確定性機制問卷及系統紀錄檔，實驗時間總長為150分鐘。
　　本研究主要發現以下六項研究結果：(1)學習者在使用過有無不確定性的英語口說學習系統後，有不確定性組的學習者其英語口說學習成效表現得比無不確定性組的學習者更好；(2)在遊戲成效上，有不確定性組表現得較好；(3)在學習動機、學習觀感上，兩個組別無呈現顯著差異；(4)在行為轉出數上，有不確定性組的行為轉出數遠多於無不確定性組；(5)在相關性上，有不確定性組中，學習成效與部分遊戲成效呈正相關，學習觀感和遊戲成效呈正相關，學習動機與遊戲不確定性機制類遊戲成效呈負相關，而無不確定性組中，學習動機和學習觀感與學習成效呈正相關；(6)學習者對三種遊戲不確定性機制的喜好程度無顯著差異。
　　綜合以上結果表明，本研究所開發的具不確定之數位遊戲式英語口說學習系統確實能幫助學習者提升英語口說學習成效和遊戲成效，亦能從中發現不確定性對學習者行為的影響和學習者對不同遊戲不確定性機制的喜好與看法，而這些研究結果對未來研究不確定性與英語口說學習的研究者提供良好的參考價值和研究方向，教育者也能透過本系統為學習者提供一個有趣的英語口說學習環境，並利用各類成效判斷學習者的能力水平，針對不同程度的學習者進行適性化教學。

摘要(英)

In today′s era of globalization, English has become ubiquitous across various domains, necessitating the cultivation of speaking proficiency for effective communication. However, for English as foreign language (EFL) learners, mastering spoken English is not a simple task. Challenges include limited opportunities for speaking English, low motivation, and frequent difficulties encountered in grammar, vocabulary, and pronunciation, which subsequently affect speaking fluency. With the advancement of technology, numerous studies employing digital learning systems to enhance EFL learners′ speaking abilities in recent years. These systems provide opportunities for learners to practice speaking English, enabling them to correct pronunciation mistakes in low-anxiety environments.
　　Past literature on digital game-based learning has demonstrated its effectiveness in enhancing learners′ English proficiency across various skills (listening, speaking, reading, writing), sparking interest, boosting motivation, and further alleviating speaking anxiety. Uncertainty, as an indispensable element in games, has also been studied regarding its impact when incorporated into digital game-based learning systems, with findings indicating a positive effect on learning outcomes. However, previous research has not explored the effects of applying game uncertainty to English-speaking learning and learners′ preferences for different game uncertainty mechanisms. Therefore, this study primarily investigated the influence of the presence or absence of uncertainty on learners′ English-speaking learning performance, in-game performance, learning motivation, learning perceptions, and behavioral patterns in a digital game-based English-speaking learning environment. Additionally, this study investigated the correlations between various variables and learners′ preferences for and opinions behind three types of game uncertainty mechanisms.
　　This study developed an online role-playing game-based learning system integrating English speaking, titled "Legendary Island Adventure." Three different game uncertainty mechanisms were designed and integrated into the system, resulting in two versions: one with game uncertainty mechanisms and one without. The first game uncertainty mechanism is a lottery, which offers learners the chance to win a large amount of coins with a low investment. Its attractiveness encourages learners to strive to earn coins to purchase lottery tickets, thereby achieving the effect of promoting learning. The second game uncertainty mechanism involves dice rolling, allowing learners to predict the outcome of the dice roll for a chance to either double the mission reward coins or lose the reward altogether. This uncertain reward entices learners, further fostering learning. The third game uncertainty mechanism is sudden tasks, which are triggered sporadically during the game to maintain learners′ interest in the system and sustain their motivation. These sudden tasks consist of three types: defeating the boss monster, collecting items, and engaging in NPC conversations. Each time they are triggered, one type of task is randomly selected.
　　This study employed a quasi-experimental design with 52 participants from the Applied English Department of a technological university in northern Taiwan. The participants were specialized students aged approximately 15 to 16 years old. They were randomly assigned to two groups: one with uncertainty (25 participants) and one without (27 participants). Research instruments included tests of English-speaking proficiency, a motivation scale, a perception scale, a questionnaire on game uncertainty mechanisms, and system logs. The total duration of the experiment was 150 minutes.
　　This study reveals six main findings: (1) Learners using the English-speaking learning system with uncertainty exhibited better English-speaking learning performance compared to those without; (2) Regarding in-game performance, the group with uncertainty showed superior results; (3) There were no significant differences between the two groups in terms of learning motivation and learning perceptions; (4) The group with uncertainty demonstrated significantly more behavioral transfers than the group without; (5) In terms of correlations, within the group with uncertainty, learning performance was positively correlated with certain aspects of in-game performance and learning perceptions. Learning motivation was negatively correlated with game uncertainty mechanism in-game performance. Conversely, in the group without uncertainty, learning motivation and learning perceptions were positively correlated with learning performance; (6) There was no significant difference in learners′ preferences for the three types of game uncertainty mechanisms.
　　In conclusion, the findings of this study demonstrate that the digital game-based English-speaking learning system developed with uncertainty can indeed enhance learners′ English-speaking performance and in-game performance. Furthermore, it reveals the influence of uncertainty on learner behavior, and preferences regarding different game uncertainty mechanisms. These research outcomes provide valuable reference and direction for future studies investigating uncertainty and English-speaking learning. Educators can leverage this system to create an engaging environment for English-speaking learning and utilize various performance indicators to assess learners′ proficiency levels, thereby tailoring instruction to meet the needs of learners at different levels of proficiency.

關鍵字(中)

★ 數位遊戲式學習
★ 不確定性
★ 英語口說學習成效
★ 遊戲成效
★ 學習動機
★ 學習觀感
★ 行為模式

關鍵字(英)

★ digital game-based learning
★ uncertainty
★ English speaking performance
★ in-game performance
★ learning motivation
★ learning perception
★ behavioral patterns

論文目次

摘要 ii
Abstract iv
致謝 vi
目錄 vii
圖目錄 xii
表目錄 xvii
第一章　　緒論 1
1.1　研究背景與動機 1
1.2　研究目的 3
1.3　研究問題 3
1.4　名詞解釋 4
第二章　　文獻探討 7
2.1　英語口說學習 7
2.1.1 英語口說的困難點 7
2.1.2 自動語音識別技術輔助英語口說學習 8
2.2　數位遊戲式學習 9
2.2.1 DGBL對英語學習成效的影響 10
2.2.2 DGBL對英語學習動機的影響 11
2.2.3 學習者對DGBL的學習觀感 12
2.2.4 MMORPG應用於數位遊戲式學習 13
2.3　行為模式 15
2.4　不確定性 16
2.4.1 遊戲中的不確定性 16
2.4.2 不確定性應用於DGBL 19
2.5　文獻探討小結 20
第三章　　系統設計與開發 22
3.1　開發工具 22
3.2　系統設計理念 23
3.3　系統架構 26
3.3.1 英語口說學習內容 27
3.3.2 遊戲不確定性機制 29
3.3.3 任務類型 51
3.3.4 英語口說學習機制 69
3.3.5 即時回饋機制 70
3.3.6 輔助工具 71
3.4　系統操作流程 78
第四章　　研究方法 84
4.1　研究設計 84
4.2　研究對象 86
4.3　研究工具 87
4.3.1 英語口說能力測驗 87
4.3.2 學習動機量表 89
4.3.3 學習觀感量表 89
4.3.4 遊戲不確定性機制問卷 90
4.3.5 系統紀錄檔 91
4.4　實驗流程 94
4.5　行為編碼 96
4.6　資料處理與分析 98
第五章　　研究結果與討論 101
5.1　有無不確定性對學習者其英語口說學習成效、遊戲成效、學習動機、學習觀感及行為模式之影響 101
5.1.1 有無不確定性對學習者其英語口說學習成效之影響 101
5.1.2 有無不確定性對學習者其遊戲成效之影響 103
5.1.3 有無不確定性對學習者其學習動機之影響 109
5.1.4 有無不確定性對學習者其學習觀感之影響 110
5.1.5 有無不確定性對學習者其行為模式之影響 111
5.2　有無不確定性對學習者其英語口說學習成效、遊戲成效、學習動機及學習觀感之間的相關性 132
5.2.1 英語口說學習成效與遊戲成效、學習動機及學習觀感之相關性分析 133
5.2.2 學習動機及學習觀感與遊戲成效之相關性分析 140
5.3 學習者在使用具不確定性之系統後，對三種遊戲不確定性機制的喜好程度及其看法 146
5.4 綜合討論 150
5.4.1 有無不確定性對英語口說學習成效之影響 150
5.4.2 有無不確定性對遊戲成效之影響 150
5.4.3 有無不確定性對學習動機之影響 151
5.4.4 有無不確定性對學習觀感之影響 151
5.4.5 有無不確定性對行為模式之影響 152
5.4.6 有無不確定性對學習者其英語口說學習成效、遊戲成效、學習動機及學習觀感之間的相關性 153
5.4.7 學習者對三種遊戲不確定性機制的喜好程度及其看法 154
第六章　　結論與建議 156
6.1　研究結論 156
6.1.1 有無不確定性對學習者其英語口說學習成效、遊戲成效、學習動機、學習觀感及行為模式之影響 156
6.1.2 有無不確定性對學習者其英語口說學習成效、遊戲成效、學習動機及學習觀感之間的相關性 158
6.1.3 學習者對三種遊戲不確定性機制的喜好程度及其看法 158
6.2　研究貢獻 159
6.3　未來研究工作 160
6.3.1 研究設計之改善及建議 161
6.3.2 系統設計之改善及建議 162
參考文獻 164
附錄一　研究參與者知情同意書 173
附錄二　英語口說能力測驗-前測 174
附錄三　英語口說能力測驗-後測 175
附錄四　學習動機量表 176
附錄五　學習觀感量表(有不確定性版) 177
附錄六　學習觀感量表(無不確定性版) 179
附錄七　遊戲不確定性機制問卷 181

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2024-6-12

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