Publications-Theses
Article View/Open
Publication Export
-
題名 具排行榜激勵機制之英語單字學習App之有效行為模式研究
Research on Mining Effective Behavior Patterns of an English Vocabulary Learning App with Leaderboard Motivate Mechanism作者 許知瑋
Hsu, Chih-Wei貢獻者 陳志銘
Chen, Chih-Ming
許知瑋
Hsu, Chih-Wei關鍵詞 英語單字學習
遊戲激勵機制
學習行為模式
行為歷程分析
滯後序列分析
English vocabulary learning
Game motivate mechanism
Learning behavior pattern
Behavior process analysis
Lag sequential analysis日期 2020 上傳時間 3-Aug-2020 17:49:51 (UTC+8) 摘要 隨著全球化的發展，英語已成為國際間交流的最主要溝通語言，而提升英語單字學習成效尤為重要。行動載具輔助語言學習已成為科技時代的語言學習趨勢，為英語學習者提供了新的學習方法。本研究發展之「具排行榜激勵機制之英語單字學習App (Voc4Fun)」可輔助學習者依據自己的能力設定自律學習目標，並且透過遊戲激勵機制促進學習者提升自律學習目標，提升學習者運用零碎時間學習英文單字的學習成效。為了探究使用Voc4Fun輔以英語單字學習之有效學習行為模式，本研究透過滯後序列分析之行為歷程分析方法，探索高低不同先備知識、高低不同學習成效、不同性別學習者使用系統進行英語單字學習的歷程，從中探勘出不同背景特質學習者的有效學習行為模式。本研究採用單組前實驗設計研究法，隨機選取臺北市某大學共10名學生為研究對象，進行「具排行榜激勵機制之英語單字學習App (Voc4Fun)」輔以英語單字學習活動，並使用行為歷程記錄技術完整記錄每個學習者的系統操作行為，再以高低不同學習成效、高低不同英語單字先備能力以及不同性別作為背景變項，探討這三種不同背景變項的學習者，在學習行為模式上是否具有顯著行為差異，以探勘出使用「具排行榜激勵機制之英語單字學習App (Voc4Fun)」輔以英語單字學習之有效行為模式，作為促進學習者進行有效學習的參考。研究結果發現，「具排行榜激勵機制之英語單字學習App (Voc4Fun)」可有效輔助提升英語單字學習成效，並且對於低先備知識及男性學習者較具有幫助。此外，「具排行榜激勵機制之英語單字學習App (Voc4Fun)」有助於學習者在科技輔助英語單字自律學習能力上具有高度的自律學習表現，並且具有正向的學習滿意度；低先備知識學習者會善用系統所提供之各項輔助單字學習功能來學習英語單字，因而提升其學習成效；而高學習成效組別學習者會善用單字測驗來檢測每日的學習成果，並且在測驗後，會先針對不熟悉的單字做重點複習；男性學習者則是藉由排行榜激勵機制，提高自身設定的自律學習目標，進而提升其學習成效。最後基於研究結果，本研究提出系統改善與教學建議，以及未來可以繼續進行的研究方向。
Along with the development of globalization, English has become the major communication language in international exchange. The promotion of English vocabulary learning effectiveness is especially important. Mobile-assisted language learning, being the language learning trend in the technology era, provides new learning methods for English language learners. The “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” developed in this study could assist learners in setting self-regulated learning goals, according to personal ability, and has learners promote self-regulated learning goals through game motivate mechanism to promote learners’ English vocabulary learning outcome at odd moments. To discuss the effective learning behavior pattern with the use of Voc4Fun for English vocabulary learning, the behavior process analysis through lag sequential analysis is applied to explore the process of learners with different prior knowledge, learning outcome, and gender preceding English vocabulary learning with the system to mine the effective learning behavior pattern for learners with distinct background and traits.With one-shot pre-experimental design, 10 students in a university in Taipei City are randomly selected as the research objects for the “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” assisted English vocabulary learning. The behavior record technology is used for completely recording each learner’s system operation behavior. Taking distinct learning outcome, prior ability of English vocabulary, and gender as the background variables, learners with such background variables are discussed the significant behavior difference in learning behavior pattern so as to mine the effective behavior pattern for “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” assisted English vocabulary learning as the reference for effective learning.The research findings show that “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” could effectively promote English vocabulary learning effectiveness and better help male learners and learners with low prior knowledge. Furthermore, “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” could benefit learners’ high self-regulated learning performance on the English vocabulary self-regulated learning, with positive learning satisfaction. Learners with low prior knowledge would promote the learning outcome by well applying the vocabulary learning functions provided by the system to learn English vocabulary. Learners in the group with high learning outcome would well apply vocabulary quizzes to test the daily learning result and review unfamiliar vocabulary after the quizzes. Male learners, on the other hand, would enhance the self-regulated learning goals through leaderboard motivate mechanism to further promote the learning outcome. Based on the research results, system improvement and teaching suggestions as well as future research directions are proposed in this study.參考文獻 中文文獻王黃隆（2003）。電腦補助教學對國中英語低成就學生實施補救教學之效益研究。國立高雄師範大學教育研究所碩士論文，未出版。教育部(2003)。國民中小學英語基本字彙。臺北市。單頎、胡盈韻(2013)移動學習的現狀及其發展趨勢研究。維普期刊，8，49-52。陳嘉華(2014)。使用Line軟體對學習英文字彙之動機和成效的影響(國立虎尾科技大學資訊管理研究所碩士論文)。取自臺灣碩博士論文加值系統。(系統編號004876141)黃芳蘭(2015)。教育新趨勢：學生自備行動載具融入教學。教師天地，194，55-58。英文文獻Andrew, O. & Paul, D. (2012).Analysis of the effect a student-centred mobile learning instructional method has on language acquisition: Computer Assisted Language Learning, 26, No 2.Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.Burston, J. (2014a). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. doi:10.1080/ 09588221.2014.914539Burston, J. (2014b). The reality of mall: still on the fringes. Calico Journal, 31(1), 103–125. doi:10.11139/cj.31.1.103-125Burston, J., Zhang, H., & Song, W. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal on Educational Technology, 10, 203-214.Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1):78-91Çelik, S., Arkin, E., and Sabriler, D. (2012). EFL learners’ use of ICT for self-regulated learning. The Journal of Language and Linguistic Studies, 8 (2), 98-118. http://www.jlls.org/vol8no2/98-118.pdfChen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. doi:10.1080/09588221.2018.1485708Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31, 170-188. doi:10.1017/S0958344018000228Chen, C.M., & Chung, C.J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education,51, 621-645.Chen, C.M., Huang, S.-H(2014).Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance. British Journal of Educational Technology,45(5), 959–980.Chen, C.M.,& Li, Y.L., (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364Chen, Y.S. , Kao,T.C.,& Sheu J.P.(2003).A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3). 347-359Cojocariu, V. M., &Boghian, I. (2014). Teaching the relevance of game-based Learning to preschool and primary teachers. ProcediaSocial and Behavioral Sciences, 142, 640-646.Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5), 513-540. doi:10.1007/s11251-005-1278-3Davis, G., & Rimm, S. (1985). Education of the gifted and talented. Englewood Cliffs, NJ: Prentice-Hall.Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019).Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 1-24. doi:10.1080/09588221.2019.1648298Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(4),14-17.Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning future media environments (pp. 9–15). Tampere, Finland: ACM.Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213-226. doi:10.1016/j.compedu.2018.02.007Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernán-dez-Sanz, L., Pagés, C., and Martínez-Herráiz, J. (2013). Gamifying learning experiences: practical implications and outcomes. Computers & Education, 63, 380-392.Doolittle, P. E., & Mariano, G. J. (2008). Working memory capacity and mobile multimedia learning environments: Is mobile learning from portable digital media players for everyone? Journal of Educational Multimedia and Hypermedia. 17(4), 511-530.El-Sakka, S. M. F. (2016). Self-regulated strategy instruction for developing speaking proficiency and reducing speaking anxiety of Egyptian University students. English Language Teaching, 9(12), 22. doi:10.5539/elt.v9n12p22Fathi, J., Alipour, F., & Saeedian, A. (2018). Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App. Journal of Modern Research in English Language Studies, 5(1), 27-46. doi:10.30479/jmrels.2019.10311.1282Garland, C. M. (2015). Gamification and implications for second language Education: A Meta Analysis, 76.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. doi:10.1080/ 09588221.2012.700315Hanus, M. D. & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.Hao, Y., Lee, K. S., Chen, S. T., & Sim, S. C. (2019). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior, 95, 208-216. doi:10.1016/j.chb.2018.10.013Huang, C. S. J., Yang, S. J. H., Chiang, T. H. C., & Sue, A. Y. S. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Educational Technology & Society, 19, 263-276.Hung, H. T. (2017). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. doi: 10.1080/10494820.2016.1240090Hwang, G. J., & Fu, Q. K. (2019). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567-581. doi:10.1080/10494820.2018.1486861Hwang, 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.Hwang, G.-H., Lee, C.-Y., & Tseng, W.-F. (2012). Development and evaluation of aneducational computer game for a certifi cation examination. Journal of Educational Technology Development and Exchange, 5(2), 27-40. doi:10.18785/jetde.0502.03Hwang, G.-J., & Chang, S.-C. (2016). Effects of a peer competition-based mobile learning approach on students’ affective domain exhibition in social studies courses. British Journal of Educational Technology, 47(6), 1217-1231. doi:10.1111/bjet.12303Kallio, H., Pietilä, A.-M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. doi:10.1111/jan.13031Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning. ReCALL, 24, 169–187. doi:10. 1017/s0958344012000055Liu, P. L. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(3), 128–141.Liu, S. H. J., Lan, Y. J., & Ho, C. Y. Y. (2014). Exploring the relationship between self-regulated vocabulary learning and web-based collaboration. Journal of Educational Technology & Society, 17(4), 404-419.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.Luo, B.-R., Y.-L. Lin, N.-S. Chen, and W.-C. Fang. (2015). Using smartphone to facilitate English communication and willingness to communicate in a communicative language teaching classroom. 2015 IEEE 15th International Conference on Advanced Learning Technologies, Hualien county, Taiwan: IEEE, 320–322.Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309-319.Narciss, S., Proske, A., & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Behavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006Park,Y(2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distance Learning, 12 (2). 78-102.Pedro, L.Z., Lopes, A.M., Prates, B.G., Vassileva, J., & Isotani, S. (2015). Does gamification work for boys and girls? An exploratory study with a virtual learning environment. In Proceedings of the 30th annual ACM symposium on applied computing(SAC’15),214-219.Ping, A. M., & Siraj, S. (2012). Exploring self-regulatory strategies for vocabulary learning among Chinese EFL learners. Procedia - Social and Behavioral Sciences, 47, 1211-1215. doi:10.1016/j.sbspro.2012.06.802Pintrich, P. R., & Groot, E. V. D. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1).Quinn, C. (2000) mLearning: mobile, wireless and in-your- pocket learning. Line Zine Magazine. http://www.linezine.com/2.1/features/cqmmwiyp.htmŞahin Kızıl, A., & Savran, Z. (2018). Assessing self-regulated learning: the case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning, 31(5-6), 599-616. doi:10.1080/09588221.2018.1428201Schmitt, N. (2000). Vocabulary in language teaching. Cambridge, UK: Cambridge University PressSevilla-Pavvon, A., & Osca, J. H. (2017). “Learning from real life and not books”: A gamified approach to business english task design in transatlantic telecollaboration. Iberica: Revista de la Asociacion Europea de Lenguas Para Fines Especıficos (AELFE), 33, 235–260Shepherd, M. (2001). M is for maybe. Tactix: Training and communication technology in context. http://www.fastrak-consulting.co.uk/tactix/features/ mlearning.htmTakeuchi, O., Ikeda, M., & Mizumoto, A. (2012). Reading aloud activity in L2 and cerebral activation. RELC Journal, 43(2), 151-167. doi:10.1177/0033688212450496Thornton, P. and C. Houser. “Using mobile phones in english education in Japan,” Journal of Computer Assisted Learning, 21(2005): 217-228.Traxler, J. (2007). Defining, discussing and evaluating mobile learning: the moving finger writes and having writ… The International Review of Research in Open and Distance Learning, 8 (2).Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. doi:10.1111/j.1467-9922.2008.00444.xWang, J.-H., Chen, S.-Y., Chang, B., & Chan, T.-W. (2015). From integrative to gamebased integrative peer response: High ability versus low ability. Journal of Computer Assisted Learning, 32(2), 170-185. doi:10.1111/jcal.12125Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.Wilkins, D. (1972) Linguistics and Language Teaching. London, Edward: Arnold.Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.Yu, Z., Ying, Z., Zhichun, Y., & Wentao, C. (2018). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 1-19. doi:10.1080/09588221.2018.1517093Zeng, Y., & Goh, C. C. M. (2018). A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. Studies in Second Language Learning and Teaching, VIII(2), 193-218.Zhou, L., Yu, J., & Shi, Y. (2017). Learning as adventure: An app designed with gamification elements to facilitate language learning. In International Conference on HCI in Business, Government, and Organizations (pp. 266–275). Springer, Cham.Zichermann, G., & Linder, J. (2013). The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition. New York: McGraw-Hill Education.Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing selfregulated learner : Beyond achievement to self-efficacy. Washington,DC: American Psychological Association. 描述 碩士
國立政治大學
圖書資訊與檔案學研究所
107155004資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107155004 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (Authors) 許知瑋 zh_TW dc.contributor.author (Authors) Hsu, Chih-Wei en_US dc.creator (作者) 許知瑋 zh_TW dc.creator (作者) Hsu, Chih-Wei en_US dc.date (日期) 2020 en_US dc.date.accessioned 3-Aug-2020 17:49:51 (UTC+8) - dc.date.available 3-Aug-2020 17:49:51 (UTC+8) - dc.date.issued (上傳時間) 3-Aug-2020 17:49:51 (UTC+8) - dc.identifier (Other Identifiers) G0107155004 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131068 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊與檔案學研究所 zh_TW dc.description (描述) 107155004 zh_TW dc.description.abstract (摘要) 隨著全球化的發展，英語已成為國際間交流的最主要溝通語言，而提升英語單字學習成效尤為重要。行動載具輔助語言學習已成為科技時代的語言學習趨勢，為英語學習者提供了新的學習方法。本研究發展之「具排行榜激勵機制之英語單字學習App (Voc4Fun)」可輔助學習者依據自己的能力設定自律學習目標，並且透過遊戲激勵機制促進學習者提升自律學習目標，提升學習者運用零碎時間學習英文單字的學習成效。為了探究使用Voc4Fun輔以英語單字學習之有效學習行為模式，本研究透過滯後序列分析之行為歷程分析方法，探索高低不同先備知識、高低不同學習成效、不同性別學習者使用系統進行英語單字學習的歷程，從中探勘出不同背景特質學習者的有效學習行為模式。本研究採用單組前實驗設計研究法，隨機選取臺北市某大學共10名學生為研究對象，進行「具排行榜激勵機制之英語單字學習App (Voc4Fun)」輔以英語單字學習活動，並使用行為歷程記錄技術完整記錄每個學習者的系統操作行為，再以高低不同學習成效、高低不同英語單字先備能力以及不同性別作為背景變項，探討這三種不同背景變項的學習者，在學習行為模式上是否具有顯著行為差異，以探勘出使用「具排行榜激勵機制之英語單字學習App (Voc4Fun)」輔以英語單字學習之有效行為模式，作為促進學習者進行有效學習的參考。研究結果發現，「具排行榜激勵機制之英語單字學習App (Voc4Fun)」可有效輔助提升英語單字學習成效，並且對於低先備知識及男性學習者較具有幫助。此外，「具排行榜激勵機制之英語單字學習App (Voc4Fun)」有助於學習者在科技輔助英語單字自律學習能力上具有高度的自律學習表現，並且具有正向的學習滿意度；低先備知識學習者會善用系統所提供之各項輔助單字學習功能來學習英語單字，因而提升其學習成效；而高學習成效組別學習者會善用單字測驗來檢測每日的學習成果，並且在測驗後，會先針對不熟悉的單字做重點複習；男性學習者則是藉由排行榜激勵機制，提高自身設定的自律學習目標，進而提升其學習成效。最後基於研究結果，本研究提出系統改善與教學建議，以及未來可以繼續進行的研究方向。 zh_TW dc.description.abstract (摘要) Along with the development of globalization, English has become the major communication language in international exchange. The promotion of English vocabulary learning effectiveness is especially important. Mobile-assisted language learning, being the language learning trend in the technology era, provides new learning methods for English language learners. The “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” developed in this study could assist learners in setting self-regulated learning goals, according to personal ability, and has learners promote self-regulated learning goals through game motivate mechanism to promote learners’ English vocabulary learning outcome at odd moments. To discuss the effective learning behavior pattern with the use of Voc4Fun for English vocabulary learning, the behavior process analysis through lag sequential analysis is applied to explore the process of learners with different prior knowledge, learning outcome, and gender preceding English vocabulary learning with the system to mine the effective learning behavior pattern for learners with distinct background and traits.With one-shot pre-experimental design, 10 students in a university in Taipei City are randomly selected as the research objects for the “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” assisted English vocabulary learning. The behavior record technology is used for completely recording each learner’s system operation behavior. Taking distinct learning outcome, prior ability of English vocabulary, and gender as the background variables, learners with such background variables are discussed the significant behavior difference in learning behavior pattern so as to mine the effective behavior pattern for “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” assisted English vocabulary learning as the reference for effective learning.The research findings show that “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” could effectively promote English vocabulary learning effectiveness and better help male learners and learners with low prior knowledge. Furthermore, “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” could benefit learners’ high self-regulated learning performance on the English vocabulary self-regulated learning, with positive learning satisfaction. Learners with low prior knowledge would promote the learning outcome by well applying the vocabulary learning functions provided by the system to learn English vocabulary. Learners in the group with high learning outcome would well apply vocabulary quizzes to test the daily learning result and review unfamiliar vocabulary after the quizzes. Male learners, on the other hand, would enhance the self-regulated learning goals through leaderboard motivate mechanism to further promote the learning outcome. Based on the research results, system improvement and teaching suggestions as well as future research directions are proposed in this study. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的 4第三節 研究問題 5第四節 研究範圍與限制 6第五節 名詞解釋 7第二章 文獻探討 9第一節 行動學習輔助英語學習之相關研究 9第二節 自律學習應用於英語學習之相關研究 12第三節 遊戲化學習促進英語學習之相關研究 13第三章 系統設計 15第一節 系統設計理念 15第二節 系統架構 17第三節 系統運作流程與使用者操作介面 20第四節 系統開發環境 34第四章 研究方法 35第一節 研究架構 36第二節 研究方法 39第三節 研究對象 40第四節 實驗設計 40第五節 研究工具 43第六節 資料處理與分析方法 46第七節 研究實施步驟 48第五章 實驗結果分析 50第一節 使用VOC4FUN支援英語單字學習之學習成效分析 50第二節 使用VOC4FUN支援英語單字學習之不同先備知識學習者的學習成效、科技輔助英語單字自律學習能力以及學習滿意度差異分析 51第三節 使用VOC4FUN支援英語單字學習之不同性別學習者的學習成效、科技輔助英語單字自律學習能力以及學習滿意度差異分析 57第四節 使用VOC4FUN不同先備知識、高低不同成效、不同性別學習者的學習者之行為轉移模式分析 62第五節 訪談質性資料分析 86第六節 綜合討論 90第六章 結論與建議 98第一節 結論 98第二節 系統改善建議 102第三節 未來研究方向 103參考文獻 105附錄1英文單字測驗 111附錄2英語單字自律學習滿意度問卷 113附錄3科技輔助英語單字自律學習量表 114附錄4訪談大綱 117 zh_TW dc.format.extent 5072571 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107155004 en_US dc.subject (關鍵詞) 英語單字學習 zh_TW dc.subject (關鍵詞) 遊戲激勵機制 zh_TW dc.subject (關鍵詞) 學習行為模式 zh_TW dc.subject (關鍵詞) 行為歷程分析 zh_TW dc.subject (關鍵詞) 滯後序列分析 zh_TW dc.subject (關鍵詞) English vocabulary learning en_US dc.subject (關鍵詞) Game motivate mechanism en_US dc.subject (關鍵詞) Learning behavior pattern en_US dc.subject (關鍵詞) Behavior process analysis en_US dc.subject (關鍵詞) Lag sequential analysis en_US dc.title (題名) 具排行榜激勵機制之英語單字學習App之有效行為模式研究 zh_TW dc.title (題名) Research on Mining Effective Behavior Patterns of an English Vocabulary Learning App with Leaderboard Motivate Mechanism en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻王黃隆（2003）。電腦補助教學對國中英語低成就學生實施補救教學之效益研究。國立高雄師範大學教育研究所碩士論文，未出版。教育部(2003)。國民中小學英語基本字彙。臺北市。單頎、胡盈韻(2013)移動學習的現狀及其發展趨勢研究。維普期刊，8，49-52。陳嘉華(2014)。使用Line軟體對學習英文字彙之動機和成效的影響(國立虎尾科技大學資訊管理研究所碩士論文)。取自臺灣碩博士論文加值系統。(系統編號004876141)黃芳蘭(2015)。教育新趨勢：學生自備行動載具融入教學。教師天地，194，55-58。英文文獻Andrew, O. & Paul, D. (2012).Analysis of the effect a student-centred mobile learning instructional method has on language acquisition: Computer Assisted Language Learning, 26, No 2.Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.Burston, J. (2014a). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. doi:10.1080/ 09588221.2014.914539Burston, J. (2014b). The reality of mall: still on the fringes. Calico Journal, 31(1), 103–125. doi:10.11139/cj.31.1.103-125Burston, J., Zhang, H., & Song, W. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal on Educational Technology, 10, 203-214.Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1):78-91Çelik, S., Arkin, E., and Sabriler, D. (2012). EFL learners’ use of ICT for self-regulated learning. The Journal of Language and Linguistic Studies, 8 (2), 98-118. http://www.jlls.org/vol8no2/98-118.pdfChen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. doi:10.1080/09588221.2018.1485708Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31, 170-188. doi:10.1017/S0958344018000228Chen, C.M., & Chung, C.J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education,51, 621-645.Chen, C.M., Huang, S.-H(2014).Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance. British Journal of Educational Technology,45(5), 959–980.Chen, C.M.,& Li, Y.L., (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364Chen, Y.S. , Kao,T.C.,& Sheu J.P.(2003).A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3). 347-359Cojocariu, V. M., &Boghian, I. (2014). Teaching the relevance of game-based Learning to preschool and primary teachers. ProcediaSocial and Behavioral Sciences, 142, 640-646.Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5), 513-540. doi:10.1007/s11251-005-1278-3Davis, G., & Rimm, S. (1985). Education of the gifted and talented. Englewood Cliffs, NJ: Prentice-Hall.Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019).Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 1-24. doi:10.1080/09588221.2019.1648298Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(4),14-17.Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning future media environments (pp. 9–15). Tampere, Finland: ACM.Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213-226. doi:10.1016/j.compedu.2018.02.007Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernán-dez-Sanz, L., Pagés, C., and Martínez-Herráiz, J. (2013). Gamifying learning experiences: practical implications and outcomes. Computers & Education, 63, 380-392.Doolittle, P. E., & Mariano, G. J. (2008). Working memory capacity and mobile multimedia learning environments: Is mobile learning from portable digital media players for everyone? Journal of Educational Multimedia and Hypermedia. 17(4), 511-530.El-Sakka, S. M. F. (2016). Self-regulated strategy instruction for developing speaking proficiency and reducing speaking anxiety of Egyptian University students. English Language Teaching, 9(12), 22. doi:10.5539/elt.v9n12p22Fathi, J., Alipour, F., & Saeedian, A. (2018). Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App. Journal of Modern Research in English Language Studies, 5(1), 27-46. doi:10.30479/jmrels.2019.10311.1282Garland, C. M. (2015). Gamification and implications for second language Education: A Meta Analysis, 76.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. doi:10.1080/ 09588221.2012.700315Hanus, M. D. & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.Hao, Y., Lee, K. S., Chen, S. T., & Sim, S. C. (2019). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior, 95, 208-216. doi:10.1016/j.chb.2018.10.013Huang, C. S. J., Yang, S. J. H., Chiang, T. H. C., & Sue, A. Y. S. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Educational Technology & Society, 19, 263-276.Hung, H. T. (2017). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. doi: 10.1080/10494820.2016.1240090Hwang, G. J., & Fu, Q. K. (2019). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567-581. doi:10.1080/10494820.2018.1486861Hwang, 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.Hwang, G.-H., Lee, C.-Y., & Tseng, W.-F. (2012). Development and evaluation of aneducational computer game for a certifi cation examination. Journal of Educational Technology Development and Exchange, 5(2), 27-40. doi:10.18785/jetde.0502.03Hwang, G.-J., & Chang, S.-C. (2016). Effects of a peer competition-based mobile learning approach on students’ affective domain exhibition in social studies courses. British Journal of Educational Technology, 47(6), 1217-1231. doi:10.1111/bjet.12303Kallio, H., Pietilä, A.-M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. doi:10.1111/jan.13031Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning. ReCALL, 24, 169–187. doi:10. 1017/s0958344012000055Liu, P. L. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(3), 128–141.Liu, S. H. J., Lan, Y. J., & Ho, C. Y. Y. (2014). Exploring the relationship between self-regulated vocabulary learning and web-based collaboration. Journal of Educational Technology & Society, 17(4), 404-419.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.Luo, B.-R., Y.-L. Lin, N.-S. Chen, and W.-C. Fang. (2015). Using smartphone to facilitate English communication and willingness to communicate in a communicative language teaching classroom. 2015 IEEE 15th International Conference on Advanced Learning Technologies, Hualien county, Taiwan: IEEE, 320–322.Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309-319.Narciss, S., Proske, A., & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Behavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006Park,Y(2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distance Learning, 12 (2). 78-102.Pedro, L.Z., Lopes, A.M., Prates, B.G., Vassileva, J., & Isotani, S. (2015). Does gamification work for boys and girls? An exploratory study with a virtual learning environment. In Proceedings of the 30th annual ACM symposium on applied computing(SAC’15),214-219.Ping, A. M., & Siraj, S. (2012). Exploring self-regulatory strategies for vocabulary learning among Chinese EFL learners. Procedia - Social and Behavioral Sciences, 47, 1211-1215. doi:10.1016/j.sbspro.2012.06.802Pintrich, P. R., & Groot, E. V. D. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1).Quinn, C. (2000) mLearning: mobile, wireless and in-your- pocket learning. Line Zine Magazine. http://www.linezine.com/2.1/features/cqmmwiyp.htmŞahin Kızıl, A., & Savran, Z. (2018). Assessing self-regulated learning: the case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning, 31(5-6), 599-616. doi:10.1080/09588221.2018.1428201Schmitt, N. (2000). Vocabulary in language teaching. Cambridge, UK: Cambridge University PressSevilla-Pavvon, A., & Osca, J. H. (2017). “Learning from real life and not books”: A gamified approach to business english task design in transatlantic telecollaboration. Iberica: Revista de la Asociacion Europea de Lenguas Para Fines Especıficos (AELFE), 33, 235–260Shepherd, M. (2001). M is for maybe. Tactix: Training and communication technology in context. http://www.fastrak-consulting.co.uk/tactix/features/ mlearning.htmTakeuchi, O., Ikeda, M., & Mizumoto, A. (2012). Reading aloud activity in L2 and cerebral activation. RELC Journal, 43(2), 151-167. doi:10.1177/0033688212450496Thornton, P. and C. Houser. “Using mobile phones in english education in Japan,” Journal of Computer Assisted Learning, 21(2005): 217-228.Traxler, J. (2007). Defining, discussing and evaluating mobile learning: the moving finger writes and having writ… The International Review of Research in Open and Distance Learning, 8 (2).Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. doi:10.1111/j.1467-9922.2008.00444.xWang, J.-H., Chen, S.-Y., Chang, B., & Chan, T.-W. (2015). From integrative to gamebased integrative peer response: High ability versus low ability. Journal of Computer Assisted Learning, 32(2), 170-185. doi:10.1111/jcal.12125Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.Wilkins, D. (1972) Linguistics and Language Teaching. London, Edward: Arnold.Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.Yu, Z., Ying, Z., Zhichun, Y., & Wentao, C. (2018). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 1-19. doi:10.1080/09588221.2018.1517093Zeng, Y., & Goh, C. C. M. (2018). A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. Studies in Second Language Learning and Teaching, VIII(2), 193-218.Zhou, L., Yu, J., & Shi, Y. (2017). Learning as adventure: An app designed with gamification elements to facilitate language learning. In International Conference on HCI in Business, Government, and Organizations (pp. 266–275). Springer, Cham.Zichermann, G., & Linder, J. (2013). The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition. New York: McGraw-Hill Education.Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing selfregulated learner : Beyond achievement to self-efficacy. Washington,DC: American Psychological Association. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202001136 en_US
