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題名 具有影片字彙標註機制之遊戲式華語學習系統促進華語聽力學習成效之影響研究
The Effects of a Game-based Mandarin Learning System with Video Vocabulary Annotation Mechanism on Mandarin Listening Learning Performance作者 余字涵
Yu, Zi-Han貢獻者 陳志銘
Chin-Ming Chen
余字涵
Yu, Zi-Han關鍵詞 以華語為第二外語
電腦輔助語言學習
遊戲式語言學習
影片字彙標註機制
華語文學習
華語文聽力字彙
華語文聽力理解
學習行為
自主學習
個別化學習
個別化評量
Chinese as a second language
Computer-assisted language learning
CALL
Game-based language learning
Video vocabulary annotation mechanism
Mandarin language learning
Mandarin listening vocabulary
Mandarin listening comprehension
Learning behavior
Self-directed learning
Individualized learning
Individualized assessment日期 2021 上傳時間 2-Sep-2021 16:35:04 (UTC+8) 摘要 因應當前國際情勢的發展，華語文已成為重要國際語言之一，華語學習者數量的持續增加，也促使華語文學習成為非常重要的教學與研究議題。但目前，以中文為外語或第二語言的電腦輔助語言學習研究仍然不多。因此， 本研究發展遊戲式華語學習系統(MLLG)，並加入影片字彙標註機制，建置「具影片字彙標註機制之遊戲式華語學習系統」，輔助華語為外語學習者透過遊戲式影片學習方式，輔以提供個別化學習與評量之影片字彙標註機制進行華語文聽力學習，希望激勵以華語為第二外語學習者的華語自主學習能力，進而提升其華語文聽力學習成效。同時，探究學習者使用有「影片字彙標註機制」之「遊戲式華語學習系統」，在「影片字彙標註機制」及「遊戲式學習功能」上的學習行為與聽力學習成效的關聯性。本研究採用真實驗研究法，募集以母語為非華語文者之在台灣就讀大專院校外籍生，共 12 名研究對象，並隨機分派為使用「具影片字彙標註機制之遊戲式華語學習系統」的實驗組，以及使用「不具影片字彙標註機制之遊戲式華語系統」的控制組來進行為期兩週的實驗，其中兩組學習者所使用的影片教材與學習時間皆相同，以比較兩組學習者在華語文聽力學習成效、華語文聽力自我效能、科技接受度，以及學習行為上的差異，並根據訪談資料提出相關教學實施與系統改善建議、未來研究方向以供參考。結果發現，採用「具影片字彙標註機制之遊戲式華語學習系統」較能有效提升學習者的華語文聽力字彙與聽力理解學習成效，且使以華語為第二外語的學習者在系統的輔助下，更有效地持續進行學習。另外，採用「具影片字彙標註機制之遊戲式華語學習系統」輔以華語學習的第二外語學習者，使用影片字彙標註次數為影響學習成就的關鍵因素之一，證明 「影片字彙標註機制」具有強化字彙與聽力理解學習成效的功能。亦得出「影片字彙標註機制」是促使華語為第二外語學習者更加願意善用「遊戲式華語學習系統」各項遊戲功能，進行中文字彙及聽力理解成效提升的主要驅動力之結論。
In response to the development of the current international situation, Mandarin has become one of the important international languages. The continuous increase in the number of Mandarin learners has also prompted Mandarin learning to become a very important teaching and research topic. But at present, there are only few studies focusing on computer-assisted language learning for Chinese as a foreign language or second language. Therefore, this research applied game-based learning and the vocabulary annotation mechanism to develop a "Mandarin Listening Learning Game (MLLG)" with Video Vocabulary Annotation Mechanism that provides individualized learning and assessment to support Mandarin listening learning for Chinese as a second language (CSL) learners. The purpose of this study was to motivate self-directed learning of CSL learners so as to promote their Mandarin listening learning effectiveness. This study also investigated the relationships between the CSL learners’ learning behaviors of using the "MLLG with Video Vocabulary Annotation Mechanism," which included using the video vocabulary annotation mechanism and the game-based learning features, and their listening learning effectiveness. This research adopted a true experimental design to conduct a two-week experiment. Twelve CSL students who currently study in the universities or colleges in Taiwan were recruited and randomly assigned to the experimental group that used the "MLLG with Video Vocabulary Annotation Mechanism" and the control group that used the "MLLG without Video Vocabulary Annotation Mechanism." The video learning materials and learning time were the same between the two groups. The differences in the Mandarin listening learning effectiveness, Mandarin listening self-efficacy, technology acceptance, and learning behaviors were examined in this study. With reference to the interview results, suggestions were provided for instructional implementation, system improvements, and future research directions. The results of this study found that the "MLLG with Video Vocabulary Annotation Mechanism" could not only effectively improve learners` Mandarin vocabulary listening and Mandarin listening comprehension but also effectively motivate learners to keep their Mandarin listening learning continuously. In addition, the number of learners` behaviors of using the Video Vocabulary Annotation Mechanism in the "MLLG with Video Vocabulary Annotation Mechanism" was one of the key factors affecting listening learning achievement, proving the "Video Vocabulary Annotation Mechanism" could enhance learners` vocabulary and listening learning. 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Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 0(0), 1-47. doi:10.1080/09588221.2020.1744666 描述 碩士
國立政治大學
圖書資訊與檔案學研究所
108155007資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108155007 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chin-Ming Chen en_US dc.contributor.author (Authors) 余字涵 zh_TW dc.contributor.author (Authors) Yu, Zi-Han en_US dc.creator (作者) 余字涵 zh_TW dc.creator (作者) Yu, Zi-Han en_US dc.date (日期) 2021 en_US dc.date.accessioned 2-Sep-2021 16:35:04 (UTC+8) - dc.date.available 2-Sep-2021 16:35:04 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2021 16:35:04 (UTC+8) - dc.identifier (Other Identifiers) G0108155007 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136922 - 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) 108155007 zh_TW dc.description.abstract (摘要) 因應當前國際情勢的發展，華語文已成為重要國際語言之一，華語學習者數量的持續增加，也促使華語文學習成為非常重要的教學與研究議題。但目前，以中文為外語或第二語言的電腦輔助語言學習研究仍然不多。因此， 本研究發展遊戲式華語學習系統(MLLG)，並加入影片字彙標註機制，建置「具影片字彙標註機制之遊戲式華語學習系統」，輔助華語為外語學習者透過遊戲式影片學習方式，輔以提供個別化學習與評量之影片字彙標註機制進行華語文聽力學習，希望激勵以華語為第二外語學習者的華語自主學習能力，進而提升其華語文聽力學習成效。同時，探究學習者使用有「影片字彙標註機制」之「遊戲式華語學習系統」，在「影片字彙標註機制」及「遊戲式學習功能」上的學習行為與聽力學習成效的關聯性。本研究採用真實驗研究法，募集以母語為非華語文者之在台灣就讀大專院校外籍生，共 12 名研究對象，並隨機分派為使用「具影片字彙標註機制之遊戲式華語學習系統」的實驗組，以及使用「不具影片字彙標註機制之遊戲式華語系統」的控制組來進行為期兩週的實驗，其中兩組學習者所使用的影片教材與學習時間皆相同，以比較兩組學習者在華語文聽力學習成效、華語文聽力自我效能、科技接受度，以及學習行為上的差異，並根據訪談資料提出相關教學實施與系統改善建議、未來研究方向以供參考。結果發現，採用「具影片字彙標註機制之遊戲式華語學習系統」較能有效提升學習者的華語文聽力字彙與聽力理解學習成效，且使以華語為第二外語的學習者在系統的輔助下，更有效地持續進行學習。另外，採用「具影片字彙標註機制之遊戲式華語學習系統」輔以華語學習的第二外語學習者，使用影片字彙標註次數為影響學習成就的關鍵因素之一，證明 「影片字彙標註機制」具有強化字彙與聽力理解學習成效的功能。亦得出「影片字彙標註機制」是促使華語為第二外語學習者更加願意善用「遊戲式華語學習系統」各項遊戲功能，進行中文字彙及聽力理解成效提升的主要驅動力之結論。 zh_TW dc.description.abstract (摘要) In response to the development of the current international situation, Mandarin has become one of the important international languages. The continuous increase in the number of Mandarin learners has also prompted Mandarin learning to become a very important teaching and research topic. But at present, there are only few studies focusing on computer-assisted language learning for Chinese as a foreign language or second language. Therefore, this research applied game-based learning and the vocabulary annotation mechanism to develop a "Mandarin Listening Learning Game (MLLG)" with Video Vocabulary Annotation Mechanism that provides individualized learning and assessment to support Mandarin listening learning for Chinese as a second language (CSL) learners. The purpose of this study was to motivate self-directed learning of CSL learners so as to promote their Mandarin listening learning effectiveness. This study also investigated the relationships between the CSL learners’ learning behaviors of using the "MLLG with Video Vocabulary Annotation Mechanism," which included using the video vocabulary annotation mechanism and the game-based learning features, and their listening learning effectiveness. This research adopted a true experimental design to conduct a two-week experiment. Twelve CSL students who currently study in the universities or colleges in Taiwan were recruited and randomly assigned to the experimental group that used the "MLLG with Video Vocabulary Annotation Mechanism" and the control group that used the "MLLG without Video Vocabulary Annotation Mechanism." The video learning materials and learning time were the same between the two groups. The differences in the Mandarin listening learning effectiveness, Mandarin listening self-efficacy, technology acceptance, and learning behaviors were examined in this study. With reference to the interview results, suggestions were provided for instructional implementation, system improvements, and future research directions. The results of this study found that the "MLLG with Video Vocabulary Annotation Mechanism" could not only effectively improve learners` Mandarin vocabulary listening and Mandarin listening comprehension but also effectively motivate learners to keep their Mandarin listening learning continuously. In addition, the number of learners` behaviors of using the Video Vocabulary Annotation Mechanism in the "MLLG with Video Vocabulary Annotation Mechanism" was one of the key factors affecting listening learning achievement, proving the "Video Vocabulary Annotation Mechanism" could enhance learners` vocabulary and listening learning. It was also concluded that the "Video Vocabulary Annotation Mechanism" played the main role to motivate CSL learners` willingness to make good use of the MLLG game features to improve their Mandarin listening learning. 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 5第三節 研究問題 6第四節 研究範圍與限制 7第五節 重要名詞解釋 8第二章 文獻探討 10第一節 電腦輔助語言學習 10第二節 遊戲式語言學習 13第三節 個別化教學與評量 15第四節 影響遊戲式語言學習之相關因素 17第三章 系統設計 21第一節 系統架構介紹 21第二節 系統開發環境與工具 24第三節 系統介面與功能說明 27第四章 研究設計 43第一節 研究架構 43第二節 研究方法 47第三節 研究對象 48第四節 實驗設計與流程 50第五節 研究工具 55第六節 資料處理與分析 59第七節 研究實施步驟 61第五章實驗結果分析 63 第一節 使用有無「影片字彙標註機制」之MLLG支援華語文學習的兩組學習者聽力學習成效之差異分析 63 第二節 使用有無「影片字彙標註機制」之MLLG支援華語文學習的兩組學習者華語文聽力自我效能之 差異分析 66 第三節 使用有無「影片字彙標註機制」之MLLG支援華語文學習的兩組學習科技接受度之差異分析 69 第四節 使用有無「影片字彙標註機制」之MLLG支援華語文學習的兩組學習者之行為模式分析 71第五節 質性資料分析 105第六節 綜合討論 118第六章 結論與建議 126第一節 結論 126第二節 教學實施與系統改善建議 131第三節 未來研究方向 133參考資料 135附錄一 參與研究同意書 145附錄二 華語文聽力測驗 146附錄三 華語文聽力自我效能問卷 159附錄四 (實驗組)科技接受度問卷 163附錄五 (控制組)科技接受度問卷 166附錄六 訪談大綱 169附錄七 預設字彙列表 172 zh_TW dc.format.extent 6227124 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108155007 en_US dc.subject (關鍵詞) 以華語為第二外語 zh_TW dc.subject (關鍵詞) 電腦輔助語言學習 zh_TW dc.subject (關鍵詞) 遊戲式語言學習 zh_TW dc.subject (關鍵詞) 影片字彙標註機制 zh_TW dc.subject (關鍵詞) 華語文學習 zh_TW dc.subject (關鍵詞) 華語文聽力字彙 zh_TW dc.subject (關鍵詞) 華語文聽力理解 zh_TW dc.subject (關鍵詞) 學習行為 zh_TW dc.subject (關鍵詞) 自主學習 zh_TW dc.subject (關鍵詞) 個別化學習 zh_TW dc.subject (關鍵詞) 個別化評量 zh_TW dc.subject (關鍵詞) Chinese as a second language en_US dc.subject (關鍵詞) Computer-assisted language learning en_US dc.subject (關鍵詞) CALL en_US dc.subject (關鍵詞) Game-based language learning en_US dc.subject (關鍵詞) Video vocabulary annotation mechanism en_US dc.subject (關鍵詞) Mandarin language learning en_US dc.subject (關鍵詞) Mandarin listening vocabulary en_US dc.subject (關鍵詞) Mandarin listening comprehension en_US dc.subject (關鍵詞) Learning behavior en_US dc.subject (關鍵詞) Self-directed learning en_US dc.subject (關鍵詞) Individualized learning en_US dc.subject (關鍵詞) Individualized assessment en_US dc.title (題名) 具有影片字彙標註機制之遊戲式華語學習系統促進華語聽力學習成效之影響研究 zh_TW dc.title (題名) The Effects of a Game-based Mandarin Learning System with Video Vocabulary Annotation Mechanism on Mandarin Listening Learning Performance en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻郭智博（2020）。具遊戲激勵機制之影片日語學習系統發展與應用於提升企業員工語言學習成效之影響研究。國立政治大學圖書資訊學數位碩士在職專班碩士論文，台北市。鄧孟盈、李明娟、陳志銘、郭智博（2021）。具遊戲激勵機制之影片日語學習系統發展與應用於提升企業員工語言學習成效之影響研究。第十六屆台灣數位學習發展研討會(TWELF2021)，2021/3/25-26。宜蘭，台灣。周郁凱（2017）。遊戲化實戰全書：遊戲化大師教你把工作、教學、健身、行銷、產品設計……變遊戲，愈好玩就愈有吸引力！。台北市：城邦商業周刊。王維聰、王建喬 (2011)。 數位遊戲式學習系統。 科學發展, 467, 46-51。黃富順、李咏吟。 (2000)。 Individualized Instruction - 個別化教學。 教育大辭書 - 國家教育研究院雙語詞彙。檢自：http://terms.naer.edu.tw/detail/1308045/李台元（2018 年 5 月 1 日）。各國的語文教育的新趨勢。國家教育研究院電子報第 171 期。檢自：https://epaper.naer.edu.tw/英文文獻AbuSeileek, A. 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