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題名 不同設計元素之遊戲式英文單字學習APP在學習成效、情緒及注意力之影響研究
Effects of Design Factors of Game-based English Vocabulary Learning APP on Learning Performance, Emotion, and Attention
作者 曹鼎
Cao, Ding
貢獻者 陳志銘
Chen, Chih Ming
曹鼎
Cao, Ding
關鍵詞 英語字彙學習
遊戲式學習
行動APP
遊戲設計要素
學習成效
持續注意力
情緒
English vocabulary learning
game-based learning
mobile APP
game design factor
learning performance
sustained attention
emotion
日期 2016
上傳時間 1-七月-2016 15:10:03 (UTC+8)
摘要 遊戲式學習已被證實能夠有效提升學習者的學習成效，而遊戲的愉悅度是否設計得越強烈，對學習成效越有幫助，是個值得探索的問題。此外，遊戲過程中，有哪些遊戲設計要素能夠影響學習成效，同時讓學習者在遊戲中亦能夠感到趣味性，進而達到學習目標，值得我們關切。再者，學習的專注力及情緒在學習型遊戲設計中，也是必須納入考量的面向。因此，本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。
本研究以馬祖高中高三的36位學生為研究對象，根據英語字彙前測成績及性別將其隨機分派至兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，進行四週的英語字彙學習。結果顯示遊戲設計要素較低的組別的學習者，在英文單字學習成效、單字記憶保留上的成效均顯著優於遊戲設計要素較高組別學習者，同時放鬆度亦較高，而專注度不如遊戲設計要素較高的組別，且各依變項間彼此有顯著的正相關。此外，本研究亦進一步證實性別差異存在於不同遊戲設計要素的英語字彙學習APP中，在遊戲設計要素較低的英文單字學習APP中，發現女性學習者擁有顯著較優的英語字彙學習成效及記憶保留度。而本研究也發現「符合程度的挑戰性」為設計遊戲式英文單字學習APP時最需要重視的遊戲設計要素。
綜上所述，本研究證實相較於遊戲設計要素較高的高刺激性英文單字學習APP，遊戲設計要素較低的低刺激性英文單字遊戲APP對於學習成效、單字記憶保留上具有較正面的效應。此一結果顯示像英語字彙學習這樣的認知型學習，在遊戲設計上並不適合納入刺激性較高的遊戲設計要素。此外，對遊戲設計者來說，未來設計英文單字遊戲學習APP時，亦應將性別差異納入設計考量，同時儘可能在遊戲娛樂性及教育性中取得平衡。
Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively.
A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs.
In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
103913023
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103913023
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (作者) 曹鼎zh_TW
dc.contributor.author (作者) Cao, Dingen_US
dc.creator (作者) 曹鼎zh_TW
dc.creator (作者) Cao, Dingen_US
dc.date (日期) 2016en_US
dc.date.accessioned 1-七月-2016 15:10:03 (UTC+8)-
dc.date.available 1-七月-2016 15:10:03 (UTC+8)-
dc.date.issued (上傳時間) 1-七月-2016 15:10:03 (UTC+8)-
dc.identifier (其他 識別碼) G0103913023en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/98611-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 103913023zh_TW
dc.description.abstract (摘要) 遊戲式學習已被證實能夠有效提升學習者的學習成效，而遊戲的愉悅度是否設計得越強烈，對學習成效越有幫助，是個值得探索的問題。此外，遊戲過程中，有哪些遊戲設計要素能夠影響學習成效，同時讓學習者在遊戲中亦能夠感到趣味性，進而達到學習目標，值得我們關切。再者，學習的專注力及情緒在學習型遊戲設計中，也是必須納入考量的面向。因此，本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。
本研究以馬祖高中高三的36位學生為研究對象，根據英語字彙前測成績及性別將其隨機分派至兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，進行四週的英語字彙學習。結果顯示遊戲設計要素較低的組別的學習者，在英文單字學習成效、單字記憶保留上的成效均顯著優於遊戲設計要素較高組別學習者，同時放鬆度亦較高，而專注度不如遊戲設計要素較高的組別，且各依變項間彼此有顯著的正相關。此外，本研究亦進一步證實性別差異存在於不同遊戲設計要素的英語字彙學習APP中，在遊戲設計要素較低的英文單字學習APP中，發現女性學習者擁有顯著較優的英語字彙學習成效及記憶保留度。而本研究也發現「符合程度的挑戰性」為設計遊戲式英文單字學習APP時最需要重視的遊戲設計要素。
綜上所述，本研究證實相較於遊戲設計要素較高的高刺激性英文單字學習APP，遊戲設計要素較低的低刺激性英文單字遊戲APP對於學習成效、單字記憶保留上具有較正面的效應。此一結果顯示像英語字彙學習這樣的認知型學習，在遊戲設計上並不適合納入刺激性較高的遊戲設計要素。此外，對遊戲設計者來說，未來設計英文單字遊戲學習APP時，亦應將性別差異納入設計考量，同時儘可能在遊戲娛樂性及教育性中取得平衡。		zh_TW
dc.description.abstract (摘要) Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively.
A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs.
In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.		en_US
dc.description.tableofcontents CHAPTER 1 INTRODUCTION 1
1.1 Research Background and Motivation 1
1.2 Research Purpose of the Study 5
1.3 Research Questions of the Study 8
1.4 Research Limitations of the Study 9
1.5 Definition of Important Terms Used in the Study 10

CHAPTER 2 LITERATURE REVIEW 13
2.1 Vocabulary Acquisition 13
2.2 Computer Games 16
2.3 Game Design Factors 20
2.4 Learner’s Attention and Emotion 26
2.5 Learner’s Emotion 28
2.6 Gender Differences in Games 31

CHAPTER 3 RESEARCH METHODOLOGY 33
3.1 Research Architecture 33
3.2 Experimental Design 36
3.3 Research Participants 38
3.4 Research Instruments 39
3.5 Data Analysis Schemes 50
3.6 Research Procedures 51
3.7 The Pilot Study 54

CHAPTER 4 EXPERIMENTAL RESULTS 59
4.1 Analysis of game design factors of two chosen games in the formal study 59
4.2 Research Participants 63
4.3 Analysis of Vocabulary Learning Performance 64
4.4 Analysis of Vocabulary Memory Retention 68
4.5 Analysis of Sustained Attention Level 71
4.6 Analysis of Meditation Level 74
4.7 Correlation Analyses of Research Variables 77
4.8 Results of Semi-Structured Interview 83
4.9 Discussion 94

CHAPTER 5 CONCLUSIONS AND FUTURE WORK 99
5.1 Conclusion 99
5.2 Suggestions 103
5.3 Future Research Directions 105

References 108
Appendices 119
Appendix A. Vocabulary Pretest 119
Appendix B. Vocabulary Posttest 120
Appendix C. Delayed Vocabulary Posttest 121
Appendix D. Questionnaire for Enjoyment of E-Learning Games 123
Appendix E. Semi-Structured Interview Outline 124		zh_TW
dc.format.extent 2049736 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103913023en_US
dc.subject (關鍵詞) 英語字彙學習zh_TW
dc.subject (關鍵詞) 遊戲式學習zh_TW
dc.subject (關鍵詞) 行動APPzh_TW
dc.subject (關鍵詞) 遊戲設計要素zh_TW
dc.subject (關鍵詞) 學習成效zh_TW
dc.subject (關鍵詞) 持續注意力zh_TW
dc.subject (關鍵詞) 情緒zh_TW
dc.subject (關鍵詞) English vocabulary learningen_US
dc.subject (關鍵詞) game-based learningen_US
dc.subject (關鍵詞) mobile APPen_US
dc.subject (關鍵詞) game design factoren_US
dc.subject (關鍵詞) learning performanceen_US
dc.subject (關鍵詞) sustained attentionen_US
dc.subject (關鍵詞) emotionen_US
dc.title (題名) 不同設計元素之遊戲式英文單字學習APP在學習成效、情緒及注意力之影響研究zh_TW
dc.title (題名) Effects of Design Factors of Game-based English Vocabulary Learning APP on Learning Performance, Emotion, and Attentionen_US
dc.type (資料類型) thesisen_US
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