伴隨著資訊科技的發達、地球村時代的來臨，語言能力的重要性不斷提升，現今英語已是全球公認最多人共同使用的國際語言。因此，為提升EFL學習者在外語學習上的成效，教育者偏好使用數位遊戲式學習來激發學習者對於英語學習的興趣及喜好。目前多數與英語學習相關的數位遊戲式學習研究，著重於學習者的學習動機及學習成效，然而過去在英語學習的研究卻上發現，期望學習者在外語學習上有良好的學習效果時，英語學習態度及英語學習焦慮是不可忽視的重要因素。有鑑於此，本研究提出寵物養成遊戲為基礎之學習系統，期望透過學童對於寵物的照顧與關愛，讓學習者在學習系統中可提升英語學習態度，同時，也希望透過較無壓力的遊戲環境，讓學習者在進行英語學習時得學習焦慮可以減低。
本研究以國小三年級學生為研究對象，包含27位男性及25位女性實驗參與者，透過實證研究方式，採用單組前、後測進行英語學習態度及英語學習焦慮對照，並利用遊戲log檔案分析，深入探討個別差異在數位遊戲式學習中，是否會有英語學習態度、英語學習焦慮及遊戲行為的差異。本研究於實驗後進行事後訪談，調查學習者們對於寵物養成學習系統的接受程度及使用感受，並了解學習者在實際操作系統時所遭遇到的困難與解決方法。
本研究之研究結果發現，透過寵物養成學習系統後，學習者在後測英語學習態度及英語學習焦慮表現上皆顯著優於前測，顯示本系統能提升英語學習態度及降低英語學習焦慮感。性別變項方面，女性學習者在英語學習態度表現上顯著優於男性學習者，表示不同性別會影響學習者的英語學習態度，但性別變項在英語學習焦慮上並無顯著差異，顯示不同性別並不影響學習者的英語學習焦慮情況；英語學習成就方面發現，不同英語學習成就的學習者在英語學習態度表現上並無顯著差異，但英語學習成就顯著影響學習者的英語學習焦慮，當學習者的英語學習成就越高則英語學習焦慮越低；在遊戲行為上，不同性別學習者對虛擬商品的需求不同，且不同英語學習成就學習者在選擇答題類型的策略上亦存在差異。最後，本研究整理歸納改善建議，包含難易度調整及個別差差異偏好控制項等，期望對日後以數位遊戲方式進行英語學習時，能提供更適性的教學，以達到更好的學習輔助效果。

關鍵字:數位遊戲式學習、個別差異、英語學習態度、英語學習焦慮、遊戲行為

Accompanied by development of information technology and upcoming generation of global village, the important ability of language proficiency is growing. English has obviously turned into one of the major international languages for communication. Therefore, in order to enhance the foreign language learning effectiveness of EFL learners, there have been a number of studies applying digital-game-based learning in English education. However, previous studies have found the attitude and anxiety toward English learning are two of the most important factors in English learning. To avoid this condition, this study proposes a pet foster learning system to improve learning effectiveness. The care and love toward pets are expected to improve English learning attitude of learners, who are using the learning system; in the meantime, via game environment containing relatively less pressure, we hope the anxiety of English learning could be reduced.
The group of test subject in this study is 3rd grade student in elementary school, including 27 males and 25 females; By applying one-group pre-test/post-test analysis method and the assistance of game log file, the study provides a thorough discussion about the effect of individual differences on English learning attitude, anxiety, and the gaming behavior in digital-game-based learning. In addition, sets of interview of test subjects were conducted after the experiment so as to further investigate the degree of acceptance of pet-foster learning system as well as the user experience of the English learners. Also, it helps us to understand and fix the problems and system operating issues learners might encounter when they are using the game system.
Comparing with the results in pre-test and post-test, the study has shown great evidence that through the pet-foster learning system, learners represent better English learning attitude and lower English learning anxiety, indicating a positive effect on English learning. Also, regarding the gender variable, it has revealed that female learners performed obviously better English learning attitude than male learners did, indicating the fact that the gender difference would have influence on learning attitude; however, there’s no obviously difference in English learning anxiety between male and female, offering a conclusion which gender does not affect the degree of English learning anxiety. Additionally, the study also showed that English learning achievement does no obvious effect on English learning attitude, but greatly affects learners’ English learning anxiety. That is, as English learning achievement is higher, the anxiety would become lower. Furthermore, taking game behavior into consideration, learners of different gender showed different level of demands in virtual commodities. Also, learners who have different extents of English learning achievement also exhibit different strategies of choosing the categories of test questions. Last but not the least, the advice offered by the test subjects was summarized, such as the difficulty calibration and the preference control variables, so as to improve the effects of learning assistance for the future game-based English learning process.

Keywords: Digital Game-Based Learning, Individual Difference, English learning Attitude, English Learning Anxiety, Gaming Behavior.

中文部分
王敬詠(2012)。應用電腦冒險遊戲式學習於專業英語課程對提升學習成效、學習動機與態度之影響，淡江大學教育科學系碩士論文，新北市。
吳瓊汝(1998)。國中學生之學習態度。台灣教育月刊, 566, 44-50。
林佳徵(2010)。iPod touch對國小四年級學童英語學習態度與英語學習成就之影響，國立中央大學資訊管理學系碩士論文，桃園縣。
林昭君(2012)。新北市國小學童英語焦慮、學習適應與學習成就之關係，台北市立教育大學心理與諮商學系碩士論文，台北市。
林惠美(2008)。桃園縣國小學童與家長對兒童英語學習態度、參與程度及投入程度之研究，實踐大學家庭研究與兒童發展學系碩士論，台北市。
洪美雪(2001)。字幕對外語學習成效影響之探討。國立成功大學教育研究所碩士論文，台南市。
徐玉婷(2004)。國中生英語焦慮、英語學習動機與英語學習策略之相關研究，國立成功大學教育研究所碩士論文，台南市。
張春興(2001)。教育心理學(2版)。台北市：東華。
陳佳韻(2004)。台中市國小學童英語學習態度之調查研究。台中師範學院語文教育學系碩士論文，台中市。
陳宜徽(2008)。高雄縣市國小六年級學生英語學習策略與英語學習態度之研究， 國立台南大學教育學習課程與教學所碩士論文，台南市。
陳芳媜(1997)。國中生社會技巧、學習適應與焦慮之關係研究，國立成功大學教育學系碩士論文，台南市。
陳慈珍(2011)。國中生的英語課堂活動與英語學習焦慮之相關研究，屏東科技大學技術及職業教育研究所碩士論文，屏東縣。
楊詠婷(2010)。數位遊戲是英語教學之學習成效與滿意度研究-以國小二年級學生為例碩士論文，開南大學資訊傳播學系，桃園縣。
葛樹人(1990)。心理測驗學。台北市：桂冠。
劉律廷(2011)。個別差異對使用線上遊戲學習英語之影響，國立中央大學網路學習科技研究所，桃園縣。
潘詩婷(2002)。國小學童英語學習態度之研究-以大台北地區為例，國立台灣師範大學三民主義研究所碩士論文，台北市。
蔡國成(2010)。高雄縣國小六年級學生校外英語補習經驗、英語學習態度與學習成就之相關研究，國立台南大學教育學系課程與教學所碩士論文，台南市。
盧重佑(2010)。悅趣化合作學習融入國中英語補救教學研究，國立嘉義大學教育科技研究所學文論文，嘉義縣。
蕭顯勝、黃元輝、洪婉諦、林建佑、蔡福興.(2009)。具學習伙伴之線上遊戲學習系統之研究。數位學習科技期刊，第二卷，第二期，1-21。
英文部分
Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G.(2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 1185-1194.
Bailay, K.(1983). Competitiveness and anxiety in adult second language learning. Classroom oriented researcj in second language acquistion, 67-102.
Beck, A., & Katcher, A.(1996). Between pets and people , West Lafayette, IN: Purdue University Press.
Becker, K.(2007). Pedagogy in commercial voideo game.Games and simulations in online leatning: Research and development frameworks, 21-48.
Boyle, J. P. (1987) Sex differences in listening vocabulary. Language Learning, 37(2), 273-284.
Burstall, C. (1975) Factors affecting foreign-language learning: A consideration of some relevant research findings, Language Teaching and Linguistic Abstract, 8: 5- 125.
Cairncross,S., & Mannion, M (2001). Interactive multimedia and learning: Realizing the benefits. Innovations in Education and Teaching International, 38(2), 156-64. doi:10.1080/14703290110035428.
Campbell, C. M., & Ortiz, J. A.(1911). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. Language anxiety: From theory and research to classroom implications, 153-168.
Chan, D. Y., & Wu, G.(2004). A Study of Foreign Language Anxiety of EFL Elementary School Students in Taipei County. Journal of National Taipei Teachers College, 17(2), 287-320.
Chen, C., Czerwinski, M., & Macredie, R. (2000). Individual differences in virtual environments—introduction and overview. Journal of the American Society for Information Science, 51(6), 499-507.
Chen, S. Y., Magoulas, G. D., & Dimakopoulos, D. (2005). A flexible interface design for Web directories to accommodate difference cognitive styles. Journal of the American Society for Information Science and Technology, 56(1), 70-83.
Chou, C., & Tsai, M. (2007). Gender differences in Taiwan high school students’ computer game playing. Computers in Human Behavior, 23, 812–824.
Collins C, Kenway J. & McLeod J. (2000) Gender debates we still have to have, Australian Educational Researcher.
Ehrich, S. L. (2001). Representing rape: Language and sexual consent. New York, Rouledge.
Ehrlich, S. (2001) Representing Rape: Language and Sexual Consent. London: Routledge.
Gardner, H.(1973). Attitudes amd Motivation: Thir role in second language acquisition. NY: Scholastic.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Horwitz, E. K,. Horwitz, M. B. & Cope, J.(1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132.
Horz, H., Winter, C., & Fries, S. (2009). Differential benefits of situated instructional prompts. Computers in Human Behavior, 25(4), 818-828.
Hou, H. T. (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG). Computers & Education, 1225-1233.
Jenkins, C., Corritore, C. L., & Wiedenbeck, S. (2003). Patterns of information seeking on the Web: A qualitative study of domain expertise and Web expertise. IT & Society, 1(3), 64-89.
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31.
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J.(2003). The expertise reversal effect. Educational psychologist, 38, 23-31.
Katerberg, R., & Blau, G. J. (1983). An examination of level and direction of effort and job performance. Academy of Management Journal, 12 (1), 249-57.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Klawe, M. (2000). The effective design and use of educational computer games. Retrieved June 3, 2008, from http://www.learninglab.org.uk/asp/videodetails.asp?ses=&videoID=2
Koba, N., Ogawa, N. & Wilkinson, D. (2000). Using the Community Language Learning Approach to Cope with Language Anxiety. The Internet TESL Journal, Vol. VI, No. 11.
Kormos, J., & Csizer, K.(2008). Age-Related Differneces in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Leaning Behavior. Language Learning, 58(2), 327-355.
Lee, Y.-Y, Cheon, J., & Key, S. (2008). Learners’ perceptions of video games for second/foreign language learning. Proceedings of Society for Information Technology and Teacher Education International Conference 2008, 1733-1738.
Li, Q. (2002) Gender and computer-mediated communication: An exploration of elementary students' mathematics and science learning. Journal of Computers in Mathematics and Science Teaching, 21(4), 341-359.
Liu, S., & Lee, A.(2011). Impact of Individual Trait, Achievement Goal and Learning Stress on Learning Strategies: A Study in Eudcational Computer Game-Based Learning. Interational Conference on Distance Learning and Education IPCSIT, 12.
Liu, T., Chu, Y.(2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation, Computers & Education, 55, 630-643.
Macoby, E. E., & Jacklin, C. N. (1974). Psychology of sex differences. Stanford, CA: Stanford University Press.
Magnussen, R., & Misfeldt, M. (2004). Player transformation of educational multiplayer games. Paper presented at the meeting of Other Players conference.
Mcdonald, A.(2001). The prevalence and effect of text anxiety in School childrens. Coumseling and Climical Psychology Joural, 1, 141-151.
Meenakshi H. Verma(2008). Learner’s Attitude and Its Impact On Language Learning.
Melson, G. F.(2001). Why the wild things are: Animals in the lives of children, Cambridge, MA: Harvard University Press.
Mitchell,A., & Savill-smith, C.(2004) The use of computer and video games for learning : A review of the literature. London, UK:Learning and Skills Development Agency.
Moreno, R., & Mayer, R. E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96(1), 165.
Moreno, R., & Mayer, R. E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96, 165-173.
Na Misu. (2001) The Cultural Construction of the Computer as a Masculine Technology: an analysis of computer advertisements in Korea. Asian Journal of Women’s Studies, 7(3):93-114.
Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Peterson, M. (2012). Language Learner Interaction in a Massively Multiplayer Online Role-Playing Game. Digital Games in Language Learning and Teaching~ autofilled~, 70.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Rankin, Y. A., Gold, R., & Gooch, B. (2006, July). Playing for keeps: gaming as a language learning tool. In ACM SIGGRAPH 2006 Educators program (p. 44). ACM. Richard-Amato, P. A. (1996). Making it happen: Interaction in the second language classroom. White Plains, NY: Longman.
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective, and behavioral components of attitudes. In C. I. Hovland & M. J. Rosenberg (Eds.), Attitude organization and change: An analysis of consistency among attitude components (p. 1-14). New Haven, CT: Yale University Press.
Salter, S and Douglas, T and Pittaway, J and Swabey, K and Capstick, M (2010), Games students play: Engaging first year tertiary students in linking and extending foundation material throught the use of a digital game, First Year in Higher Education Conference Proceedings, ISBN 978-1-74107-282-2 27-30.
Spielberger, C.(1983). Manual for the state-trait anxiety inventory (STAI-Form Y). Alto Palo, CA: Consulting Psychologists Press.
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26(5), 370-378.
Swiatek, M. A., & Lupkowski-Shoplik, A. (2000). Gender differences in academic attitudes among gifted elementary school students. Journal for the Education of the Gifted, 23, 360-277.
Swiatek, M. A., Lupkowski-Shoplik, A.(2000). Gender differences in academic attitudes among gifted elementary school students. Journal for the Education of the Gifted, 23, 360-377.
Tobias, S.(1986). Anxiety and cognitive processing and instruction. Self- related cognition in anxiety and motivation.Hillsdale, N J: Erlbaum.
Verma, M. H.(2005). Learner’s Attitude and Its Impact on Language Learing.
Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with education: Evaluation of its education effectiveness. Journal of Educational Technology & Society, 8(2), 54–65.
Wang, Y. J., Shang, H. F.*, & Briody, P. (2011). Investigating the impact of using games in teaching children English. International Journal of Learning and Development, 1(1), 127-141.
Zafar, S. (2010). The Effects of Anxiety on Cognitive Processing in English Language Learning. English Language Teaching, 3(2), 199-209.
Zheng, D., Michael F., Young, M., Robert, B., & Wagner, M. (2009). Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds. CALICO Journal, 27(1), 205-231.