數位遊戲式學習已成為常見輔助學習工具之一，且廣泛應用於不同學科，其中有許多研究應用於英語學習，但是大部分的研究以單字、句子與閱讀為主，較少研究針對口語，也較少研究將口語與數位遊戲學習做結合，因此本研究設計數位遊戲式英語學習系統結合語音辨識功能，開發英語口語學習系統，提供學習者獨立、可彈性的英語口語練習環境。本研究針對口語練習設計兩種不同回饋，分別為有回饋與無回饋，有回饋之形式為提供正確答案、答對分數以及學習者錯誤輸入(單字/句子)；無回饋僅提供正確或錯誤之圖示。因此學習者進行口語練習時，可立即收到回饋，依照系統的回饋可即時修正口語表現。本研究對象為61位國小生，檢視學習者在不同口語練習的回饋形式以及不同先備知識學習者對學習成效、遊戲成效與口語焦慮的影響，並探討學習成效、遊戲成效、先備知識與口語焦慮等之間的相關性，其中學習成效包含口語、聽力、單字、句子與整體學習成效；遊戲成效包含學習類與遊戲類，學習類包含挑戰進入次數、句子拖拉練習完成次數、口語練習答對次數與聽力練習次數；遊戲類包含金幣數、完成任務數與商品購買數。資料分析包含描述性統計、獨立樣本t檢定、共變異數分析以及Pearson相關。
研究結果顯示，在數位遊戲式英語學習環境下，口語練習有回饋與無回饋部分，兩組學習者於學習成效、遊戲成效以及口語焦慮皆無達顯著差異，可能是因為口語練習回饋內容不夠詳細，因此兩組沒有顯著差異。在不同先備知識部分，低先備知識學習者的口語與整體學習成效進步分數顯著高於高先備知識學習者。研究也發現，在實驗進行前，低先備知識學習者口語焦慮顯著高於高先備知識學習者，然而，透過數為遊戲式英語學習後，兩組學習者口語焦慮並無達顯著差異，因此證實透過數位遊戲式英語學習環境，可有效降低低先備知識學習者的口語焦慮。除口語成效之外，口語焦慮與其他學習成效均達顯著負相關；先備知識與學習成效達顯著正相關；以及口語焦慮與先備知識之間有負相關存在。

Digital game-based learning has been prevalent and applied in many different subjects as tools for assisting learning. There are many studies use digital game-based learning strategy in English learning, especially in vocabulary, sentence and reading. However, there are few studies focus on oral practices in digital game-based learning environments. To this end, the current study integrated automatic speech recognition (ASR) into a digital game-based learning environment to develop an English oral system, aiming to provide leaner's with an independent and flexible environment for English oral practice learning. Two types of oral practice feedback were provided in this system, including oral practice with feedback and without feedback. For the type of oral practice with feedback, it provides correct answers, scores, and recognized error inputs (vocabulary/sentence); for the type of oral practice without feedback, it only provides icons indicating correct or wrong responses. Therefore, immediate feedback was offered in learners’ oral practices, enabling for timely self-correction of English oral performance based on the feedback provided by the system. A total of 61 fifth and sixth graders students were recruited. This study aims to examine the effects of respective oral practice feedback types and prior knowledge on learning performance, game performance and speaking anxiety in digital game-based language learning. Learning performance includes oral, listening, vocabulary, sentence, and overall learning performance. Game performance contains learning type and gaming type. Learning type includes number of times of entering Challenge stage, completed times of sentence dragging practicing, number of times of correct in oral practicing, and number of times of listening; gaming type includes number of coin, number of completed task, and number of purchased items. Data analysis included descriptive analysis, independent samples t-test, ANCOVA, and Pearson product-moment correlation coefficient.
The results showed that significant differences were not found between the group with oral feedback and the group without oral feedback in learning performance, game performance and speaking anxiety in digital game-based language learning. Potential reasons for this might be that the oral practice feedback was not detailed enough which resulted in no significant differences were found. The results also showed that low prior knowledge learners significantly enhanced oral and overall learning performance than those high prior knowledge learners. Learners with low prior knowledge had significantly high speaking anxiety than high prior knowledge learners prior to the experiment. However, after the experiment, there was no significant difference in speaking anxiety between the two groups. Such results revealed that digital game-based English learning environment effectively reduced low prior knowledge learners’ speaking anxiety. In addition, the results demonstrated that the speaking anxiety and learning performance were negatively correlated at a significant level but the significance was not found in oral performance; there was a positive correlation between prior knowledge and learning performance at a significant level; the results also suggested that the negative correlation between speaking anxiety and prior knowledge.

王靚暄（2016）。探討數位遊戲式英語學習環境對自我效能與口語焦慮之影響。國立中央大學網路學習科技學系碩士論文，桃園縣。
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。國立中央大學網路學習科技學系碩士論文，桃園縣。
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，國立中央大學網路學習科技學系碩士論文，桃園縣。
程盈璇（2013）。性別對遊戲式學習的成就系統在心流和動機之影響，國立中央大學網路學習科技學系碩士論文，桃園縣。
Ahn, T. Y., & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786.
Alomyan, H., & Au, W. (2004). Exploration of Instructional Strategies and Individual Difference within the Context of Web-Based Learning. International Education Journal, 4(4), 86-91.
Al-Shboul, M. M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign language anxiety and achievement: Systematic review. International Journal of English Linguistics, 3(2), 32.
Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students' achievement. Journal of College Teaching and Learning, 7(11), 33.
Bodnar, S., Cucchiarini, C., Penning de Vries, B., Strik, H., & van Hout, R. (2017). Learner affect in computerised L2 oral grammar practice with corrective feedback. Computer Assisted Language Learning, 30(3-4), 223-246.
Carey, M. (2004). CALL visual feedback for pronunciation of vowels: Kay Sona-Match. CALICO Journal, 571-601.
Chen, H. H. J. (2011). Developing and evaluating an oral skills training website supported by automatic speech recognition technology. ReCALL, 23(1), 59-78.
Chen, S. Y., & Huang, P. R. (2013). The comparisons of the influences of prior knowledge on two game-based learning systems. Computers & Education, 68, 177-186.
Chen, M. P., Wong, Y. T., & Wang, L. C. (2014). Effects of type of exploratory strategy and prior knowledge on middle school students' learning of chemical formulas from a 3D role-playing game. Educational Technology, Research and Development, 62(2), 163.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
Hamzaoğlu, H., & Koçoğlu, Z. (2016). The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313-326.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hsu, L. (2016). An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900.
Huang, Y. M., & Huang, Y. M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63(5), 691-708.
Huizenga, J., Admiraal, W., Akkerman, S., & ten Dam, G. (2009). Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
Hussain, S. Y. S., Tan, W. H., & Idris, M. Z. (2014). Digital game-based learning for remedial mathematics students: A new teaching and learning approach In Malaysia. International Journal of Multimedia Ubiquitous Engineering, 9(11), 325-338.
Hwang, M. Y., Hong, J. C., Hsu, T. F., & Chen, Y. J. (2011, November). The relation between students' anxiety and interest in playing an online game. In Games Innovation Conference (IGIC), 2011 IEEE International (pp. 37-39). IEEE.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
Jabbar, A. I. A., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Mahedero, P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Journal of Teaching in Physical Education, 34(4), 626-641.
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational psychology review, 19(3), 309-326.
Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal, 9(3), 22-34.
Oxford, R. L. (1999). Style wars” as a source of anxiety in language classrooms. Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, 216-237.
Sawyer, R. K. (Ed.). (2005). The Cambridge handbook of the learning sciences. Cambridge University Press.
Su, Y. C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(3), 265-283.
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.
Suh, H., Kang, M., Moon, K., & Jang, H. (2005, May). Identifying peer interaction patterns and related variables in community-based learning. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! (pp. 657-661). International Society of the Learning Sciences.
Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65-76.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language (Doctoral dissertation, Faculty of Education, University of Glasgow).
Tao, S. Y., Huang, Y. H., & Tsai, M. J. (2016, September). Applying the Flipped Classroom with Game-Based Learning in Elementary School Students' English Learning. In Educational Innovation through Technology (EITT), 2016 International Conference on (pp. 59-63). IEEE.
Tsai, C. C. (2013). An investigation into English as a foreign language listening anxiety among Taiwanese senior high school students. International Journal of Learning and Development, 3(4), 108-113.
Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the Factors Influencing Learning Effectiveness in Digital Game-based Learning. Educational Technology & Society, 15(3), 240-250.
Turgut, Y., & İrgin, P. (2009). Young learners’ language learning via computer games. Procedia-Social and Behavioral Sciences, 1(1), 760-764.
Wang, Y. H., & Young, S. S. C. (2014). A study of the design and implementation of the ASR-based iCASL system with corrective feedback to facilitate English learning. Journal of Educational Technology & Society, 17(2), 219.
Wang, Y. H., & Young, S. S. C. (2015). Effectiveness of feedback for enhancing English pronunciation in an ASR‐based CALL system. Journal of Computer Assisted Learning, 31(6), 493-504.
Wong, S. Y., Tee, W. J., & Jasman, M. A. A. B. (2015). 2D Side-Scrolling Game: Applying Motivation and Digital Game-Based Learning (DGBL) in English Learning. In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings (pp. 349-358). Springer Singapore.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
Wu, W. Y., Chang, C. K., & He, Y. Y. (2010, May). Using Scratch as game-based learning tool to reduce learning anxiety in programming course. In Global Learn (pp. 1845-1852). Association for the Advancement of Computing in Education (AACE).
Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827.
Yates, G. C., & Chandler, M. (1991). The cognitive psychology of knowledge: Basic research findings and educational implications. Australian Journal of Education, 35(2), 131-153.
Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
Young, S. S. C., & Wang, Y. H. (2014). The Game embedded call system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239.
Yu, P., Pan, Y., Li, C., Zhang, Z., Shi, Q., Chu, W., ... & Zhu, Z. (2016). User-centred design for Chinese-oriented spoken english learning system. Computer Assisted Language Learning, 29(5), 984-1000.