近年來數位遊戲式學習領域被廣泛的研究和應用，透過數位遊戲式學習來幫助學習者以較輕鬆有趣的方式習得知識，以邊玩邊學的形式降低學習挫折感和提升學習動機，並在利用遊戲機制提供學習者明確目標，數位獎章為其中之一種方式。數位獎章幫助學習者建立學習目標、與學習內容結合、提升學習者積極參與於學習的行為、記錄學習軌跡和獲得成就的證明。然而數位遊戲式學習的有效性和數位獎章跟學習者學習成效和學習動機之相關性是值得深入探討。本研究建置數位遊戲式英語學習系統，分析傳統教學與數位遊戲式學習之間的差異，並加入數位獎章機制（星等嘗試、排行榜和獎章），探討數位獎章機制與學習成效和學習動機之間的相關性，實驗對象為國小三年級學童，實驗組為33名學生，控制組為21名學生，共54名學生，使用描述性統計、t檢定、Pearson相關係數和迴歸來統計和分析實驗數據。
研究結果顯示數位遊戲式學習系統可大幅幫助學習者的學習成效，但學習動機則沒有顯著影響。傳統教學與數位遊戲式學習對英語學習成效和英語學習動機前、後測上沒有顯著差異。英語學習成效較低的學習者透過星等嘗試的機制，不斷練習英語題目，英語學習成效和英語學習動機較高的學習者在獲取獎章的數量較高，可引導學習者發生預期的行為或結果。此外數位獎章機制能夠預測解釋一定程度上的英語學習成效和英語學習動機。

In recent years, the field of digital game-based learning is widely explored. Many studies utilized digital game to help learners acquire knowledge in an engaging way, reduce frustration, and enhance learning motivation. As a gaming mechanism, digital badge help learners build learning objectives, connect to learning content, enhance active participation, track records of learning, and provide proof of achievement. However, the effectiveness and correlations of digital game-based learning and digital badge with learners' English learning achievement and English learning motivation are worthy of further exploration. This study developed a digital game-based English learning system, analyzing the difference between traditional teaching and digital game-based learning. In addition, this study featured a digital badge mechanism (star achievement practice question, leaderboard and badge), discussing correlations of digital badge mechanism with English learning achievement and English learning motivation. A total of 54 third grade elementary school students participated in this study. The experiment group (DGBL) was 33 students. The control group (traditional teaching) was 21 students. This study used descriptive statistics, t test, Pearson correlation coefficient and regression to analyze the data.
The results showed that the digital game-based English learning systems can improve learning performance, but there is no significant influence on learning motivation. Learners in traditional teaching and DGBL are no significant differences in English learning performance and English learning motivation. Learners with lower English learning achievement made use of the star achievement practice to frequently practice and drill. Learners with higher English learning achievement and higher English motivation got higher number of badges. Overall, it was found that the digit badge mechanism can predict and explain the English learning achievements and English learning motivation to a certain extent.

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