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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 3-八月-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. 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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 (作者) 許知瑋 zh_TW dc.contributor.author (作者) 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 3-八月-2020 17:49:51 (UTC+8) - dc.date.available 3-八月-2020 17:49:51 (UTC+8) - dc.date.issued (上傳時間) 3-八月-2020 17:49:51 (UTC+8) - dc.identifier (其他 識別碼) 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. 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