| dc.contributor | 圖檔所 | - |
| dc.creator (作者) | 陳志銘 | - |
| dc.creator (作者) | Chen, Chih-Ming | - |
| dc.creator (作者) | Cao, Ding | - |
| dc.date (日期) | 2021-06 | - |
| dc.date.accessioned | 25-Oct-2021 15:29:08 (UTC+8) | - |
| dc.date.available | 25-Oct-2021 15:29:08 (UTC+8) | - |
| dc.date.issued (上傳時間) | 25-Oct-2021 15:29:08 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/137503 | - |
| dc.description.abstract (摘要) | Numerous studies have confirmed that increasing vocabulary size is a critical part of learning English as a foreign language (EFL). In recent years, game-based learning has been identified as a promising means of acquiring and retaining knowledge. The rapid development of mobile technologies has forced instructors to consider the potential of Mobile-Assisted Language Learning (MALL). As a result, this work assesses the effects of two different game-based English vocabulary learning apps with significantly different game design factors on learners performance, sustained attention, relaxation, and vocabulary retention. A total of 36 Grade 12 students from Matsu Senior High School, Taiwan, who participated in this study were randomly divided into two experimental groups, which were balanced for the distribution of gender and pretest scores. The learners in the two experimental groups learned English vocabulary for four weeks using two game-based English vocabulary learning apps with significantly different game design factors. Analytical results reveal that learners who used games with weak game design factors exhibited significantly better vocabulary learning performance, retention, and relaxation than those who used games with strong game design factors, and their level of sustained attention was lower. This work verifies that gender differences existed between the two game-based English vocabulary learning apps with different game design factors. Girls achieved significantly better English vocabulary learning and retention in the game APP with weak game design factors. Additionally, based on an interview with several research participants, matching of the challenge to player skill and feedback were the most important game design factors in game-based English vocabulary learning apps. In summary, a more exciting game does not favor cognitive learning, including English vocabulary learning. | - |
| dc.format.extent | 930564 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 圖資與檔案學刊, 98, 1-38 | - |
| dc.subject (關鍵詞) | English vocabulary learning ; Game-based learning ; Mobile learning app ; Game design factor ; Learning performance ; Sustained attention ; Emotion | - |
| dc.title (題名) | Effects of Design Factors of a Game-based English Vocabulary Learning App on Learning Performance, Sustained Attention, Emotional State, and Memory Retention | - |
| dc.type (資料類型) | article | - |
| dc.identifier.doi (DOI) | 10.6575/JILA.202106_(98).0001 | - |
| dc.doi.uri (DOI) | https://doi.org/10.6575/JILA.202106_(98).0001 | - |
