數位遊戲式英文學習之獎章機制對學童學習成效與學習滿意度探討

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研究生：	薛安鈺 An-Yu Hsueh
論文名稱：	數位遊戲式英文學習之獎章機制對學童學習成效與學習滿意度探討 The Effects of Digital Badge on English Learning Performance and Learning Satisfaction in Digital Game-Based Learning
指導教授：	楊接期 Jie-Chi Yang
口試委員:
學位類別：	碩士 Master
系所名稱：	資訊電機學院 - 網路學習科技研究所 Graduate Institute of Network Learning Technology
論文出版年：	2016
畢業學年度：	105
語文別：	中文
論文頁數：	78
中文關鍵詞：	數位遊戲式學習、英語學習成效、英語學習滿意度、數位獎章
外文關鍵詞：	Digital Game-Based Learning,, English learning performance, English Learning Satisfaction, Digital Badge
相關次數：	點閱：18 下載：0
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近年來隨著數位遊戲式學習與數位獎章的普及與廣泛運用，如何有效去幫助學習者獲得最大之學習成效實為急需探究的問題，本研究利用數位遊戲式英文學習系統，來分析於不同教學法之學習模式對學習成效與學習滿意度上之差異，並探討置入獎章機制後與學習成效進步分數、學習滿意度之相關性及影響。研究對象為桃園市某間國小之四年級學生，該國小四年級共有三個班級，以常態分佈進行編班為男女混班制，男生為 23 位、
女生為 26 位，共 49 名學生。
本研究採用前測、後測、延宕測驗來檢驗學生英文學習成效與學習滿意度，並將三個班級分為實驗組兩班(實驗組 A、實驗組 B)與控制組一班。其中實驗組 A 採取數位遊戲式英文學習系統基於數位獎章機制學習模式；實驗組 B 採取相同數位遊戲式英文學習系統但無置入數位獎章機制；控制組則採取一般課堂書本教學之英文學習模式。實驗所得之數據分析，使用描述性統計、變異數分析、相關係數分析、迴歸分析來進行統計分析結果探討。
研究結果顯示，基於數位遊戲式英文學習系統環境下進行學習，對學習者於英文學習上進步分數與學習滿意度有顯著提升，並發現利用數位獎章機制能讓學習者有目標式的進行學習，並進一步得到好的學習成效，使得學習英文能有所進步。當中透過數位獎章的星等練習與蒐集獎章的機制，兩者對於提升英文學習成效也有所助益，藉由遊戲式英文學習系統與國小英文課程內容之相互結合，來達到提升學童英文學習滿意度及成效之表現。

In recent years, with the increasing development and prevalence of digital game-based learning and digital badges, how to effectively and efficiently help learners acquire the largest learning outcomes is a crucial question worth deep investigation. A digital game-based English learning system was employed in the current study to examine the effects of different teaching methods on students’ learning performance and learning satisfaction.
The study also probed into the relationship between digital badge mechanism and learning performance as well as learning satisfaction. The participants were 49 fourth graders (23 males and 26 females) from three classes in an elementary school in Taoyuan City. Pre-test, post-test, and delay post-test were adopted to examine students’ learning performance and learning satisfaction. The three classes were divided into two experiment groups (Group A and Group B) and one control group (Group C). While Group A adopted a digital game-based English
learning system with digital badge mechanism, Group B adopted the same system without digital badge mechanism. Students in Group C learned through a conventional textbook-based instruction. Data analysis included descriptive statistics, ANOVA, correlation analysis, and
regression analysis.
The results revealed that the proposed digital game-based English learning significantly enhanced students’ English learning performance and learning satisfaction. Furthermore, digital badge mechanism enabled students to learn with personal goals, thus leading to better learning performance. The question practice times and badge collection also facilitated English learning
performance.The combination of digital game-based English learning system and English textbooks used in elementary schools effectively enhanced students’ English learning satisfaction and performance.

摘要…………………………………………………………………………………………………………………………..i
Abstract…………………………………………………………………………………………………………………….ii
致謝…………………………………………………………………………………………………………………………iii
圖目錄……………………………………………………………………………………………………………………..vi
表目錄…………………………………………………………………………………………………………………….vii
一、 緒論……………………………………………………………………………………………………..…..1
1-1 研究背景與動機....................................................................................... 1
1-2 研究目的................. 2
1-3 研究問題................................................................................................... 2
1-4 名詞解釋................................................................................................... 2
1-4-1 數位獎章機制......................................................................................................2
1-4-2 英文學習成效......................................................................................................3
1-4-3 英文學習滿意度..................................................................................................3
1-5 研究範圍與限制....................................................................................... 4
二、 文獻探討…………………………………………………………………………………………………………………5
2-1 數位遊戲式學習....................................................................................... 5
2-1-2 數位遊戲式學習與英語學習..............................................................................7
2-1-3 數位遊戲式學習與學習成效..............................................................................7
2-1-4 數位遊戲式學習與英文學習滿意度..................................................................8
2-2 數位獎章................................................................................................... 9
2-2-1 數位獎章之意義..................................................................................................9
2-2-2 數位獎章相關文獻與架構..................................................................................9
三、 研究系統介紹…………………………………………………………………………………………………………11
3-1 系統理念說明......................................................................................... 11
3-2 數位遊戲式英語學習系統架構............................................................. 11
3-2-1 學習內容............................................................................................................13
3-2-2 數位獎章機制....................................................................................................14
4
v
四、 研究方法…………………………………………………………………………………………………………………19
4-1 研究設計................................................................................................. 19
4-2 研究對象................................................................................................. 23
4-3 研究工具................................................................................................. 23
4-4 實驗流程................................................................................................. 27
4-5 資料處理與分析..................................................................................... 30
五、 結果與討論…………………………………………………………………………………………….31
5-1 於不同教學法之學習模式對學習成效是否有所差異......................... 31
5-2 哪些變項會與數位獎章機制班級進步分數相關？............................. 32
5-3 數位獎章可以解釋進步分數的百分比為多少..................................... 33
5-4 於不同教學法之學習模式對學習滿意度是否有所差異..................... 34
5-5 質性資料彙整......................................................................................... 37
5-6 討論......................................................................................................... 42
六、 結論與建議…………………………………………………………………………………………….44
6-1 研究結論.......................................... 44
6-2 研究貢獻................................................................................................. 45
6-3 未來工作................................................................................................. 45
參考文獻………………………………………………………………………………………………………………..47
附錄一 英語學習成效測驗卷……………………………………………………………………………..51
附錄二 英語學習滿意度量表……………………………………………………………………………..54
附錄三 英語學習經驗…………………………………………………………………………………………56
附錄四 問卷及訪談題目……………………………………………………………………………………..57
附錄五 訪談逐字稿內容……………………………………………………………………………………..60
                                

中文部分
黃東陽. (2014). 探討數位獎章在數位遊戲式英語學習環境下對英語學習成效與自我效能的影響. 中央大學網路學習科技研究所學位論文.
黃如妏. (2015). 探討數位遊戲式學習和數位獎章機制對英語學習動機和學習成效之影響. 中央大學網路學習科技研究所學位論文.
黃享湧. (2004). 高職工業類科重補修學生學習動機, 學習策略與學習滿意度相關之研究. 國立彰化師範大學工業教育與技術學系碩士論文. 全國碩博士論文資訊網.
鄭采玉. (2008). 國小學生社會領域學習動機與學習滿意度關係之研究. 國立屏東教育大學, 屏東縣.
鄭田. (1995). 交通部電信研究所學員覺察之學習滿意度調查研究.
蘇佳純. (2008). 學習動機, 班級氣氛與學習滿意度關係之研究-以花蓮地區國中小學生英語課為例. 私立東華大學教育研究所.

英文部分
Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: it depends upon the type of badge and expertise of learner.Educational Technology Research and Development, 61, 217-232.
Amory, A. (2007). Game object model version II: a theoretical framework for educational game development. Educational Technology Research and Development, 55(1), 51-77.
Antin, J., & Churchill, E. F. (2011, May). Badges in social media: A social psychological perspective. In CHI 2011 Gamification Workshop Proceedings (Vancouver, BC, Canada,2011).
Aritonang, R., & Lerbin, R. (2014). Student Loyalty Modeling. Tržište, 26(1), 77-91.
Becker, K. (2007). Digital game-based learning once removed: teaching trainers. British Journal of Educational Technology, 38(3), 478-488.
Chambel, M. J., & Curral, L. (2005). Stress in academic life: work characteristics as predictors of student well‐being and performance. Applied psychology, 54(1), 135-147.

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