1. NCCU Academic Hub
  2. Publications
  3. College of Liberal Arts
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 遊戲式學習融入繪本教學對於國小學童閱讀動機與閱讀態度之影響
The Influence of Integrating Game-Based Learning into Picture Book Instruction on Elementary School Students' Reading Motivation and Reading Attitudes
作者 王蕎芸
Wang, Ciao-Yun
貢獻者 李沛錞
Lee, Pei-Chun
王蕎芸
Wang, Ciao-Yun
關鍵詞 遊戲式學習
繪本教學
遊戲式學習融入繪本教學
integrating game-based learning
picture book instruction
integrating game-based learning into picture book instruction
日期 2025
上傳時間 4-Aug-2025 15:01:18 (UTC+8)
摘要 本研究旨在探討遊戲式學習融入繪本教學對於國小學童閱讀動機與閱讀態度之影響。研究以國小五年級學童為對象，將遊戲式學習與英語繪本教學結合，盼望透過該系列課程，來提升學童的閱讀動機，並培養其正向的閱讀態度。研究方法採取行動研究法，教學時長十五週，課程設計涵蓋前測、後測以及個別訪談，結合量化與質性資料進行分析，以深入了解教學介入對學童閱讀行為與態度所產生的實際影響。 本研究以閱讀課程為核心，融合遊戲式學習的課程，旨在探討該系列課程介入對學童學習表現之影響。研究聚焦於兩項問題：(1)遊戲式學習融入繪本教學能否提升國小學童的閱讀動機；(2)遊戲式學習融入繪本教學能否提升國小學童的閱讀態度。 本研究透過將遊戲式學習融入英語繪本教學，探討其學童的閱讀動機與閱讀態度之影響。研究結果如下，本研究結果如下： （一）遊戲式學習融入繪本教學有助於提升學童的閱讀動機與閱讀態度。 （二）遊戲式學習融入繪本教學能增進學童的課堂參與度與學習興趣。 （三）透過教學省思與課程的滾動式修正，促進教師的專業成長。
This study aims to explore the impact of integrating game-based learning into picture book instruction on elementary school students’ reading motivation and attitudes. The participants were fifth-grade students at an elementary school, and the instructional design combined elements of game-based learning with English picture books. The course is intended to enhance students’ reading motivation and foster a positive attitude toward reading. The duration of the course was 15 weeks, including pre-testing, teaching, post-testing stages and individual in-depth interviews. Both quantitative and qualitative data were integrated and analyzed to comprehensively examine the effects of the instructional intervention on students’ reading behaviors and attitudes. This study is anchored in a curriculum that emphasizes reading, integrated with game-based learning, aiming to explore the impact of such instructional intervention on students’ learning performance. The study is guided by two research questions: (1) Can the integration of game-based learning into picture book instruction enhance elementary school students’ reading motivation? (2) Can the integration of game-based learning into picture book instruction improve elementary school students’ reading attitudes? This study investigates the impact of integrating game-based learning into English picture book instruction on students' reading motivation and reading attitudes.: The findings of the study are as follows: (1) The integration of game-based learning into picture book instruction helps enhance students' reading motivation and attitudes. (2) The integration of game-based learning into picture book instruction effectively increases students' engagement and learning interest. (3) Through reflections in teaching and continuous rolling adjustments, the study contributes to the professional growth of educators.
參考文獻 英文文獻 Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational action research, 1(1), 7-24. Akhmetova, A., Imambayeva, G., & Csapó, B. (2022). A study of reading attitude and reading achievement among young learners in middle school. Heliyon, 8(7), e09946. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e09946 Alexander, J. E. F., Ronald Claude. (1976). Attitudes and Reading. Reading Aids Series. Arshad, M., & Chen, W. H. (2009). Vygotsky’s socio-cultural theory of literacy: Scaffolding children to read and write at an early age. Wacana, 11(2), 319-334. Atay, D., & Kurt, G. (2010). The socio-educational model of second language acquisition: The Turkish context. Procedia-Social and Behavioral Sciences, 2(2), 3088-3093. Baker, C. (1992). Attitudes and language (Vol. 83). Multilingual Matters. Bamford, J., & Day, R. R. (1998). Teaching reading. Annual review of applied linguistics, 18, 124-141. Bandura, A., & Wessels, S. (1997). Self-efficacy. Cambridge University Press Cambridge. Bembenutty, H. (2012). An interview with Allan Wigfield: A giant on research on expectancy value, motivation, and reading achievement. Journal of Advanced Academics, 23(2), 185-193. Boctor, L. (2013). Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study. Nurse Educ Pract, 13(2), 96-100. https://doi.org/10.1016/j.nepr.2012.07.010 Boekhorst, A. (2003). Information Literacy in The Netherlands. On becoming Information Literate in The Netherlands. Library Review, 52, 298-309. https://doi.org/10.1108/00242530310487399 Braun, V., & and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Brull, S., & Finlayson, S. (2016). Importance of Gamification in Increasing Learning. The Journal of Continuing Education in Nursing, 47(8), 372-375. https://doi.org/doi:10.3928/00220124-20160715-09 Bruner, J. (1986). Juego, pensamiento y lenguaje. Perspectivas, 16(1), 79-85. Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38, 57-74. https://doi.org/10.1017/S0261444805002661 Chen, C. H., Zhu, Y. F., Yao, Y., Huang, Y., & Long, X. (2016). An evaluation method to predict progressive collapse resistance of steel frame structures. Journal of Constructional Steel Research, 122, 238-250. Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154, 103910. Chotitham, S., & Wongwanich, S. (2014a). The Reading Attitude Measurement for Enhancing Elementary School Students’ Achievement. Procedia - Social and Behavioral Sciences, 116, 3213-3217. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.01.737 Chotitham, S., & Wongwanich, S. (2014b). The reading attitude measurement for enhancing elementary school students’ achievement. Procedia-Social and Behavioral Sciences, 116, 3213-3217. Coddington, J. T. G. a. C. S. (2009). Reading Motivation. Csikszentmihalyi, M., & Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990, p. 1). New York: Harper & Row. Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language learning, 55(4), 613-659. Darina, D., Christo, D., Gennady, A., & Galia, A. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75-88. http://www.jstor.org/stable/jeductechsoci.18.3.75 Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134. Denham, S. A., Bassett, H. H., Way, E., Mincic, M., Zinsser, K., & Graling, K. (2012). Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success. Cognition & emotion, 26(4), 667-679. De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232-252. https://doi.org/10.1080/00220671.2014.942032 De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021. https://doi.org/10.1037/a0027800 Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0042-5 Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2014). From Gamification to Gameful Design and Gameful Experience in Learning. Cybernetics and Information Technologies, 14(4), 80-100. https://doi.org/10.1515/cait-2014-0007 Fishbein, M., & Ajzen, I. (1977). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Philosophy and Rhetoric, 10(2), 130-132. Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. Reading Teacher, 50, 14-25. Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Griffin. Gee, J. P. (2007). Good Video Games and Good Learning. New Literacies and Digital Epistemologies, 67, 167. Guan, X., Sun, C., Hwang, G.-j., Xue, K., & Wang, Z. (2022). Applying game-based learning in primary education: a systematic review of journal publications from 2010 to 2020. Interactive Learning Environments, 32(2), 534-556. https://doi.org/10.1080/10494820.2022.2091611 Guthrie, A. W. a. J. T. (1997). Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading. Journal of Educational Psychology, 89. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In Handbook of reading research, Vol. III. (pp. 403-422). Lawrence Erlbaum Associates Publishers. Halliday, M. A. (1978). Ideas about language. Arts: The Journal of the Sydney University Arts Association, 11. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? — A Literature Review of Empirical Studies on Gamification. https://doi.org/10.1109/HICSS.2014.377 Heyman, N. (2015). Influential factors on the reading attitude of young adults Masters’ thesis, University of Kent]. Hoffman, B., & Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Educational Technology Research and Development, 58(3), 245-270. https://doi.org/10.1007/s11423-009-9134-9 Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132. Huizinga, J. (1949). Homo Ludens: A Study of the Play-element in Culture. Routledge & K. Paul, London. Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79. https://doi.org/10.1007/BF02299477 Kaforina, M., Mulyadi, M., & Jaya, A. (2024). THE STUDENTS’PERSONALITY BASED ON THEIR READING ATTITUDE. Esteem Journal of English Education Study Programme, 7(1), 12-23. Kanonire, T., Lubenko, J., & Kuzmina, Y. (2022). The effects of intrinsic and extrinsic reading motivation on reading performance in elementary school. Journal of Research in Childhood Education, 36(1), 1-13. Kao, G. Y.-M., Tsai, C. C., Liu, C.-Y., & Yang, C.-H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56-70. https://doi.org/https://doi.org/10.1016/j.compedu.2016.04.013 Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379-424. https://doi.org/10.1080/07370000802212669 Kashef, S. H., Pandian, A., & Khameneh, S. M. (2014). Toward a Learning-centered EAP Instruction: An Attempt to Change Students' Reading Attitude. Theory & Practice In Language Studies, 4(1). Koštomaj, M., & Boh, B. (2010). Design and evaluation of user’s physical experience in an Ambient Interactive Storybook and full body interaction games. Multimedia tools and applications, 54(2), 499-525. https://doi.org/10.1007/s11042-010-0549-4 Krashen, S. (1982). Principles and practice in second language acquisition. Landers, R., Armstrong, M., & Collmus, A. (2017). How to Use Game Elements to Enhance Learning: Applications of the Theory of Gamified Learning. In (pp. 457-483). https://doi.org/10.1007/978-3-319-51645-5_21 Landers, R. N. (2014). Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning. Simulation & Gaming, 45(6), 752-768. https://doi.org/10.1177/1046878114563660 León-Duarte, G. (2022). León-Duarte, GA (2022). Methodological Principles of Interdisciplinary Research: The Integrated Study of the Image in Social Networks. TECHNO REVIEW. International Technology, Science and Society Review, 11 (1), 117-140. https://doi. org/10.37467/gkarevtechno. v11. 3097. TECHNO REVIEW, Revista Internacional de Tecnología, Ciencia y Sociedad, 11(1), 117. Liu, Z.-Y., Shaikh, Z. A., & Gazizova, F. (2020). Using the Concept of Game-Based Learning in Education. International Journal of Emerging Technologies in Learning (iJET), 15(14). https://doi.org/10.3991/ijet.v15i14.14675 Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal‐interaction model. Psychology in the Schools, 45(10), 1010-1023. Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ Attitude towards and Actual Use of Gamification. Procedia - Social and Behavioral Sciences, 228, 682-688. https://doi.org/10.1016/j.sbspro.2016.07.104 McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a US survey. Reading Research Quarterly, 47(3), 283-306. Miller, R. (2015). Learning to Love Reading: A Self-Study on Fostering Students' Reading Motivation in Small Groups. Studying Teacher Education, 11(2), 103-123. https://doi.org/10.1080/17425964.2015.1045771 Murtagh, E. M., Sawalma, J., & Martin, R. (2022). Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children. Educational Research for Policy and Practice, 21(3), 407-426. https://doi.org/10.1007/s10671-022-09312-5 Nation, I. S., & Nation, I. S. P. (2001). Learning vocabulary in another language (Vol. 10, pp. 126-132). Cambridge: Cambridge university press. Nikolajeva, Maria. "33 Emotion ekphrasis: representation of emotions in children’s picturebooks." Visual communication (2014): 711. Nootens, P., Morin, M.-F., Alamargot, D., Gonçalves, C., Venet, M., & Labrecque, A.-M. (2019). Differences in attitudes toward reading: A survey of pupils in grades 5 to 8. Frontiers in psychology, 9, 2773. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis:Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847 Ogiamien, L. O., & Izuagbe, R. (2016). Impact of Organisational and Psychological Factors on the Job Performance of Personnel in Private University Libraries in South-South Nigeria. OALib, 03(03), 1-14. https://doi.org/10.4236/oalib.1102419 Panigrahi, C., Panda, K. C., Panigrahi, C., & Panda, K. C. (2017). READING INTERESTS AND INFORMATION SOURCES OF SCHOOL GOING CHILDREN : A CASE STUDY OF TWO ENGLISH MEDIUM SCHOOLS OF ROURKELA, INDIA. Malaysian Journal of Library and Information Science, 1(1). https://mjlis.um.edu.my/index.php/MJLIS/article/view/1691 Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622. https://doi.org/10.1016/j.compedu.2009.04.001 Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications. Paivio, A. (1986). Mental representations: A dual-coding approach. New York: Oxford University Press. Piaget, J. (1971). Inconscient affectif et inconscient cognitif. Raison présente, 19(1), 11-20. Pivec, M. (2007). Editorial: Play and learn: potentials of game-based learning. British Journal of Educational Technology, 38(3), 387-393. Plass, J. L., Homer, B. D., & Kinzer, C. K. (2016). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533 Plass, J. L., Perlin, K., & Nordlinger, J. (2010). The games for learning institute: Research on design patterns for effective educational games. Game Developers Conference, San Francisco, CA, Prensky, M. (2002). The Motivation of Gameplay or, the REAL 21st century learning revolution On The Horizon, 10 No 1. Prensky, M. (2003). Digital game-based learning. Computers in entertainment (CIE), 1(1), 21-21. Prensky, M. (2007). Digital Game-Based Learning. Paragon House. Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023 Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021). The Relationship between Students' Reading Attitude with the Result of Reading Comprehension. Journal of Languages and Language Teaching, 9(4), 512-518. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. Salter, S., Pittaway, J., Swabey, K., Capstick, M., & Douglas, T. (2012). Using an Online Interactive Game to Enhance the Learning Outcomes for First Year Tertiary Students. Creative Education, 03(06), 761-768. https://doi.org/10.4236/ce.2012.326114 Schiefele, U. (2009). Situational and Individual Interest (Vol. 1). Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading research quarterly, 47(4), 427-463. Seitz, L. (2010). Student Attitudes toward Reading: A Case Study. Journal of Inquiry and Action in Education, 3(2), 30-44. Seligman, M. E. P. (1975). Helplessness: On depression, development, and death. W H Freeman/Times Books/ Henry Holt & Co. Sipe, W. E., Brierley, S. M., Martin, C. M., Phillis, B. D., Cruz, F. B., Grady, E. F., ... & Bunnett, N. W. (2008). Transient receptor potential vanilloid 4 mediates protease activated receptor 2-induced sensitization of colonic afferent nerves and visceral hyperalgesia. American Journal of Physiology-Gastrointestinal and Liver Physiology, 294(5), G1288-G1298. Sofiana, N., & Mubarok, H. (2020). The Impact of Englishgame-Based Mobile Application on Students' Reading Achievement and Learning Motivation. International Journal of Instruction, 13(3), 247-258. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. Sociocultural theory and second language learning, 97(1), 97-114. Swain, M. (2005). The output hypothesis: Theory and research. In Handbook of research in second language teaching and learning (pp. 471-483). Routledge. Sweet, A. P., Education, U. S. D. o., Guthrie, J. T., Park, U. o. M. C., Ng, M. M., & University, S. B. (1998). Teacher Perceptions and Student Reading Motivation. Journal of Educational Psychology, 90. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295-312. Syal, S., & Nietfeld, J. L. (2024). Examining the effects of a game-based learning environment on fifth graders’ reading comprehension and reading motivation. Journal of Educational Psychology. Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77. https://doi.org/10.1016/j.compedu.2008.06.008 Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. Handbook of research on educational communications and technology, 485-503. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd. Ucus, S. (2015). Elementary School Teachers’ Views on Game-based Learning as a Teaching Method. Procedia - Social and Behavioral Sciences, 186, 401-409. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 1-17. Whitton, N. (2010). Game Engagement Theory and Adult Learning. Simulation & Gaming, 42(5), 596-609. https://doi.org/10.1177/1046878110378587 Wiburg, K., Chamberlin, B., Valdez, A., Trujillo, K., & Stanford, T. (2016). Impact of Math Snacks Games on Students’ Conceptual Understanding. Journal of Computers in Mathematics and Science Teaching, 35(2), 173-193. Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59-68. https://doi.org/10.1207/s15326985ep3202_1 Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In Handbook of child psychology and developmental science: Socioemotional processes, Vol. 3, 7th ed. (pp. 657-700). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118963418.childpsy316 Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child development perspectives, 10(3), 190-195. Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420 Zubair, M. U., Khan, M. A., Hassan, M. U., Ahmed, K., & Aziz, T. (2024). Enhancing Student Active Engagement in Class through Game-Based Learning: A Case of Civil Engineering Education. Sustainability, 16(14). https://doi.org/10.3390/su16146010 中文文獻 王敬詠 (2012)。應用電腦冒險遊戲式學習於專業英文課程對提升學習成效、學習動機與態度之影響(未出版之碩士論文)。私立淡江大學教育科技學系研究所。 王嘉琪、徐士偉、林尚延 (2017)。閱讀態度與閱讀行為之研究。文化事業與管理研究，17(1)，1-23。 未來親子學習平台 (2022)。2022全台閱讀大調查:讀甚麼? 怎麼讀?。遠見天下文化出版股份有限公司。取自https://parenting.cwgv.com.tw/event/2022readingforum/read.html。 何佩錦 (2023)。英文有聲分級讀本對於國中學生閱讀動機與閱讀理解能力之影響(未出版之碩士論文)。私立中原大學教育研究所。 吳明清 (1994)。教育開放與開放教育--教育革新的省思與對策。教育資料與研究， 1，9-15。 呂昀真、盧東華 (2011)。即時回饋機制融入同儕教學法對國小高年級學童閱讀理解學習之研究 。國教新知 ，58(1)，52-68。 宋曜廷 (2011)。調查研究方法在數位學習的應用。數位學習研究方法，73-108。 阮品綸、張國恩、宋曜廷(2022)。中文閱讀動機量表之編製與信效度檢驗。教育心理學報， 53(4)， 827-852。 林霜吟、吳順發（2014）。國小繪本教學應用之初探。家庭教育雙月刊，(49)，29-37。 邱皓政 (2002)。量化研究與統計分析。台北市:五南 。 洪儷瑜 (2011)。突破閱讀困難的另一種模式：挪威的閱讀困難補救系統。新北市:心理。 徐秀慈 (2022)。數位閱讀對雙語國小學童英語閱讀動機、閱讀態度與閱讀頻率影響之研究(未出版之碩士論文)。國立政治大學圖書資訊與檔案學研究所。 張德銳 (2013)。教學行動研究：實用手冊與理論介紹(二版)。台北市:高等教育。 馬玉華 (2014)。融入式閱讀教學對技專生英文閱讀態度/動機之影響(未出版之碩士論文)。私立淡江大學英文學系博士班。 曹世珍 (2005)。平衡閱讀教學對國小五年級學童英語閱讀能力與閱讀態度之影響(未出版之碩士論文)。 國立臺南大學教育學系課程與教學碩士班。 陳盈螢 (2020)。全台閱讀推動老師大調查｜新課綱上路週年檢視，國中生閱讀素養比小學生堪憂。親子天下。取自 https://www.parenting.com.tw/article/5086610 陳怡婷（2019）。適性提示之擴增實境閱讀遊戲對國小學生的學習成效影響之研究(未出版之碩士論文)。國立臺灣師範大學圖文傳播學系。 陳國泰（2018）。Erikson的心理社會發展論在負向人格特質的中小學生輔導之應用。臺灣教育評論月刊，7(12)，124-131。 黃玫溱、林巧敏(2009)。推動閱讀計畫之構想與建議。圖書與資訊學刊，(70)，48-60。 黃繼仁、葉譯聯(2024)。當代閱讀教育發展的重要議題：雙語教育與雙閱讀素養。臺灣教育研究期刊，5(1)， 241-260。 萬文隆 (2004)。深度訪談在質性研究中的應用。生活科技教育，37(4)，17-23。 劉詩瑜、董芳武(2019)。遊戲化閱讀平台激勵青少年閱讀行為、動機與滿意度之研究。工業設計，(139)，43-48。 劉佩雲、簡馨瑩、宋曜廷 (2003) 。國小學童閱讀動機與閱讀行為之相關研究。教育研究資訊，11:6 2003.12[民92.12]，135-158。 蔡清田 (2007)。課程行動研究的實踐之道。課程與教學，10(3)，75-89。 藍俊雄、黃瑋欣 (2020)。閱讀課程對英語閱讀意願之研究。管理資訊計算，9(2)，163-175。
描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
112913005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0112913005
資料類型 thesis
dc.contributor.advisor 李沛錞zh_TW
dc.contributor.advisor Lee, Pei-Chunen_US
dc.contributor.author (Authors) 王蕎芸zh_TW
dc.contributor.author (Authors) Wang, Ciao-Yunen_US
dc.creator (作者) 王蕎芸zh_TW
dc.creator (作者) Wang, Ciao-Yunen_US
dc.date (日期) 2025en_US
dc.date.accessioned 4-Aug-2025 15:01:18 (UTC+8)-
dc.date.available 4-Aug-2025 15:01:18 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2025 15:01:18 (UTC+8)-
dc.identifier (Other Identifiers) G0112913005en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/158681-
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) 112913005zh_TW
dc.description.abstract (摘要) 本研究旨在探討遊戲式學習融入繪本教學對於國小學童閱讀動機與閱讀態度之影響。研究以國小五年級學童為對象，將遊戲式學習與英語繪本教學結合，盼望透過該系列課程，來提升學童的閱讀動機，並培養其正向的閱讀態度。研究方法採取行動研究法，教學時長十五週，課程設計涵蓋前測、後測以及個別訪談，結合量化與質性資料進行分析，以深入了解教學介入對學童閱讀行為與態度所產生的實際影響。 本研究以閱讀課程為核心，融合遊戲式學習的課程，旨在探討該系列課程介入對學童學習表現之影響。研究聚焦於兩項問題：(1)遊戲式學習融入繪本教學能否提升國小學童的閱讀動機；(2)遊戲式學習融入繪本教學能否提升國小學童的閱讀態度。 本研究透過將遊戲式學習融入英語繪本教學，探討其學童的閱讀動機與閱讀態度之影響。研究結果如下，本研究結果如下： （一）遊戲式學習融入繪本教學有助於提升學童的閱讀動機與閱讀態度。 （二）遊戲式學習融入繪本教學能增進學童的課堂參與度與學習興趣。 （三）透過教學省思與課程的滾動式修正，促進教師的專業成長。zh_TW
dc.description.abstract (摘要) This study aims to explore the impact of integrating game-based learning into picture book instruction on elementary school students’ reading motivation and attitudes. The participants were fifth-grade students at an elementary school, and the instructional design combined elements of game-based learning with English picture books. The course is intended to enhance students’ reading motivation and foster a positive attitude toward reading. The duration of the course was 15 weeks, including pre-testing, teaching, post-testing stages and individual in-depth interviews. Both quantitative and qualitative data were integrated and analyzed to comprehensively examine the effects of the instructional intervention on students’ reading behaviors and attitudes. This study is anchored in a curriculum that emphasizes reading, integrated with game-based learning, aiming to explore the impact of such instructional intervention on students’ learning performance. The study is guided by two research questions: (1) Can the integration of game-based learning into picture book instruction enhance elementary school students’ reading motivation? (2) Can the integration of game-based learning into picture book instruction improve elementary school students’ reading attitudes? This study investigates the impact of integrating game-based learning into English picture book instruction on students' reading motivation and reading attitudes.: The findings of the study are as follows: (1) The integration of game-based learning into picture book instruction helps enhance students' reading motivation and attitudes. (2) The integration of game-based learning into picture book instruction effectively increases students' engagement and learning interest. (3) Through reflections in teaching and continuous rolling adjustments, the study contributes to the professional growth of educators.en_US
dc.description.tableofcontents 第壹章 緒論 8 第一節 研究背景與動機 8 第二節 研究目的與問題 12 第三節 重要名詞釋義 13 第四節 研究範圍與限制 13 第五節 研究價值與重要性 14 第貳章 文獻探討 16 第一節 遊戲式學習 16 第二節 閱讀動機 19 第三節 閱讀態度 22 第四節 小結 25 第參章 研究方法 31 第一節 研究方法與架構 31 第二節 研究對象 34 第三節 研究工具 36 第四節 研究流程 46 第肆章 研究結果與分析 56 第一節 教學活動與學生反應分析 56 第二節 英語閱讀動機問卷分析 77 第三節 英語閱讀態度問卷分析 98 第四節 深度訪談結果分析 110 第伍章 結論與建議 123 第一節 研究結論 123 第二節 教學與實務意涵 127 第三節 未來研究建議 129 參考文獻 131 附錄 141zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0112913005en_US
dc.subject (關鍵詞) 遊戲式學習zh_TW
dc.subject (關鍵詞) 繪本教學zh_TW
dc.subject (關鍵詞) 遊戲式學習融入繪本教學zh_TW
dc.subject (關鍵詞) integrating game-based learningen_US
dc.subject (關鍵詞) picture book instructionen_US
dc.subject (關鍵詞) integrating game-based learning into picture book instructionen_US
dc.title (題名) 遊戲式學習融入繪本教學對於國小學童閱讀動機與閱讀態度之影響zh_TW
dc.title (題名) The Influence of Integrating Game-Based Learning into Picture Book Instruction on Elementary School Students' Reading Motivation and Reading Attitudesen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 英文文獻 Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational action research, 1(1), 7-24. Akhmetova, A., Imambayeva, G., & Csapó, B. (2022). A study of reading attitude and reading achievement among young learners in middle school. Heliyon, 8(7), e09946. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e09946 Alexander, J. E. F., Ronald Claude. (1976). Attitudes and Reading. Reading Aids Series. Arshad, M., & Chen, W. H. (2009). Vygotsky’s socio-cultural theory of literacy: Scaffolding children to read and write at an early age. Wacana, 11(2), 319-334. Atay, D., & Kurt, G. (2010). The socio-educational model of second language acquisition: The Turkish context. Procedia-Social and Behavioral Sciences, 2(2), 3088-3093. Baker, C. (1992). Attitudes and language (Vol. 83). Multilingual Matters. Bamford, J., & Day, R. R. (1998). Teaching reading. Annual review of applied linguistics, 18, 124-141. Bandura, A., & Wessels, S. (1997). Self-efficacy. Cambridge University Press Cambridge. Bembenutty, H. (2012). An interview with Allan Wigfield: A giant on research on expectancy value, motivation, and reading achievement. Journal of Advanced Academics, 23(2), 185-193. Boctor, L. (2013). Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study. Nurse Educ Pract, 13(2), 96-100. https://doi.org/10.1016/j.nepr.2012.07.010 Boekhorst, A. (2003). Information Literacy in The Netherlands. On becoming Information Literate in The Netherlands. Library Review, 52, 298-309. https://doi.org/10.1108/00242530310487399 Braun, V., & and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Brull, S., & Finlayson, S. (2016). Importance of Gamification in Increasing Learning. The Journal of Continuing Education in Nursing, 47(8), 372-375. https://doi.org/doi:10.3928/00220124-20160715-09 Bruner, J. (1986). Juego, pensamiento y lenguaje. Perspectivas, 16(1), 79-85. Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38, 57-74. https://doi.org/10.1017/S0261444805002661 Chen, C. H., Zhu, Y. F., Yao, Y., Huang, Y., & Long, X. (2016). An evaluation method to predict progressive collapse resistance of steel frame structures. Journal of Constructional Steel Research, 122, 238-250. Chen, Y. L., & Hsu, C. C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154, 103910. Chotitham, S., & Wongwanich, S. (2014a). The Reading Attitude Measurement for Enhancing Elementary School Students’ Achievement. Procedia - Social and Behavioral Sciences, 116, 3213-3217. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.01.737 Chotitham, S., & Wongwanich, S. (2014b). The reading attitude measurement for enhancing elementary school students’ achievement. Procedia-Social and Behavioral Sciences, 116, 3213-3217. Coddington, J. T. G. a. C. S. (2009). Reading Motivation. Csikszentmihalyi, M., & Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990, p. 1). New York: Harper & Row. Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language learning, 55(4), 613-659. Darina, D., Christo, D., Gennady, A., & Galia, A. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75-88. http://www.jstor.org/stable/jeductechsoci.18.3.75 Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134. Denham, S. A., Bassett, H. H., Way, E., Mincic, M., Zinsser, K., & Graling, K. (2012). Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success. Cognition & emotion, 26(4), 667-679. De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students' autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232-252. https://doi.org/10.1080/00220671.2014.942032 De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006-1021. https://doi.org/10.1037/a0027800 Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0042-5 Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2014). From Gamification to Gameful Design and Gameful Experience in Learning. Cybernetics and Information Technologies, 14(4), 80-100. https://doi.org/10.1515/cait-2014-0007 Fishbein, M., & Ajzen, I. (1977). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Philosophy and Rhetoric, 10(2), 130-132. Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. Reading Teacher, 50, 14-25. Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Griffin. Gee, J. P. (2007). Good Video Games and Good Learning. New Literacies and Digital Epistemologies, 67, 167. Guan, X., Sun, C., Hwang, G.-j., Xue, K., & Wang, Z. (2022). Applying game-based learning in primary education: a systematic review of journal publications from 2010 to 2020. Interactive Learning Environments, 32(2), 534-556. https://doi.org/10.1080/10494820.2022.2091611 Guthrie, A. W. a. J. T. (1997). Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading. Journal of Educational Psychology, 89. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In Handbook of reading research, Vol. III. (pp. 403-422). Lawrence Erlbaum Associates Publishers. Halliday, M. A. (1978). Ideas about language. Arts: The Journal of the Sydney University Arts Association, 11. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? — A Literature Review of Empirical Studies on Gamification. https://doi.org/10.1109/HICSS.2014.377 Heyman, N. (2015). Influential factors on the reading attitude of young adults Masters’ thesis, University of Kent]. Hoffman, B., & Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Educational Technology Research and Development, 58(3), 245-270. https://doi.org/10.1007/s11423-009-9134-9 Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132. Huizinga, J. (1949). Homo Ludens: A Study of the Play-element in Culture. Routledge & K. Paul, London. Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79. https://doi.org/10.1007/BF02299477 Kaforina, M., Mulyadi, M., & Jaya, A. (2024). THE STUDENTS’PERSONALITY BASED ON THEIR READING ATTITUDE. Esteem Journal of English Education Study Programme, 7(1), 12-23. Kanonire, T., Lubenko, J., & Kuzmina, Y. (2022). The effects of intrinsic and extrinsic reading motivation on reading performance in elementary school. Journal of Research in Childhood Education, 36(1), 1-13. Kao, G. Y.-M., Tsai, C. C., Liu, C.-Y., & Yang, C.-H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56-70. https://doi.org/https://doi.org/10.1016/j.compedu.2016.04.013 Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379-424. https://doi.org/10.1080/07370000802212669 Kashef, S. H., Pandian, A., & Khameneh, S. M. (2014). Toward a Learning-centered EAP Instruction: An Attempt to Change Students' Reading Attitude. Theory & Practice In Language Studies, 4(1). Koštomaj, M., & Boh, B. (2010). Design and evaluation of user’s physical experience in an Ambient Interactive Storybook and full body interaction games. Multimedia tools and applications, 54(2), 499-525. https://doi.org/10.1007/s11042-010-0549-4 Krashen, S. (1982). Principles and practice in second language acquisition. Landers, R., Armstrong, M., & Collmus, A. (2017). How to Use Game Elements to Enhance Learning: Applications of the Theory of Gamified Learning. In (pp. 457-483). https://doi.org/10.1007/978-3-319-51645-5_21 Landers, R. N. (2014). Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning. Simulation & Gaming, 45(6), 752-768. https://doi.org/10.1177/1046878114563660 León-Duarte, G. (2022). León-Duarte, GA (2022). Methodological Principles of Interdisciplinary Research: The Integrated Study of the Image in Social Networks. TECHNO REVIEW. International Technology, Science and Society Review, 11 (1), 117-140. https://doi. org/10.37467/gkarevtechno. v11. 3097. TECHNO REVIEW, Revista Internacional de Tecnología, Ciencia y Sociedad, 11(1), 117. Liu, Z.-Y., Shaikh, Z. A., & Gazizova, F. (2020). Using the Concept of Game-Based Learning in Education. International Journal of Emerging Technologies in Learning (iJET), 15(14). https://doi.org/10.3991/ijet.v15i14.14675 Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal‐interaction model. Psychology in the Schools, 45(10), 1010-1023. Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ Attitude towards and Actual Use of Gamification. Procedia - Social and Behavioral Sciences, 228, 682-688. https://doi.org/10.1016/j.sbspro.2016.07.104 McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a US survey. Reading Research Quarterly, 47(3), 283-306. Miller, R. (2015). Learning to Love Reading: A Self-Study on Fostering Students' Reading Motivation in Small Groups. Studying Teacher Education, 11(2), 103-123. https://doi.org/10.1080/17425964.2015.1045771 Murtagh, E. M., Sawalma, J., & Martin, R. (2022). Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children. Educational Research for Policy and Practice, 21(3), 407-426. https://doi.org/10.1007/s10671-022-09312-5 Nation, I. S., & Nation, I. S. P. (2001). Learning vocabulary in another language (Vol. 10, pp. 126-132). Cambridge: Cambridge university press. Nikolajeva, Maria. "33 Emotion ekphrasis: representation of emotions in children’s picturebooks." Visual communication (2014): 711. Nootens, P., Morin, M.-F., Alamargot, D., Gonçalves, C., Venet, M., & Labrecque, A.-M. (2019). Differences in attitudes toward reading: A survey of pupils in grades 5 to 8. Frontiers in psychology, 9, 2773. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis:Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847 Ogiamien, L. O., & Izuagbe, R. (2016). Impact of Organisational and Psychological Factors on the Job Performance of Personnel in Private University Libraries in South-South Nigeria. OALib, 03(03), 1-14. https://doi.org/10.4236/oalib.1102419 Panigrahi, C., Panda, K. C., Panigrahi, C., & Panda, K. C. (2017). READING INTERESTS AND INFORMATION SOURCES OF SCHOOL GOING CHILDREN : A CASE STUDY OF TWO ENGLISH MEDIUM SCHOOLS OF ROURKELA, INDIA. Malaysian Journal of Library and Information Science, 1(1). https://mjlis.um.edu.my/index.php/MJLIS/article/view/1691 Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622. https://doi.org/10.1016/j.compedu.2009.04.001 Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications. Paivio, A. (1986). Mental representations: A dual-coding approach. New York: Oxford University Press. Piaget, J. (1971). Inconscient affectif et inconscient cognitif. Raison présente, 19(1), 11-20. Pivec, M. (2007). Editorial: Play and learn: potentials of game-based learning. British Journal of Educational Technology, 38(3), 387-393. Plass, J. L., Homer, B. D., & Kinzer, C. K. (2016). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533 Plass, J. L., Perlin, K., & Nordlinger, J. (2010). The games for learning institute: Research on design patterns for effective educational games. Game Developers Conference, San Francisco, CA, Prensky, M. (2002). The Motivation of Gameplay or, the REAL 21st century learning revolution On The Horizon, 10 No 1. Prensky, M. (2003). Digital game-based learning. Computers in entertainment (CIE), 1(1), 21-21. Prensky, M. (2007). Digital Game-Based Learning. Paragon House. Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023 Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021). The Relationship between Students' Reading Attitude with the Result of Reading Comprehension. Journal of Languages and Language Teaching, 9(4), 512-518. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. Salter, S., Pittaway, J., Swabey, K., Capstick, M., & Douglas, T. (2012). Using an Online Interactive Game to Enhance the Learning Outcomes for First Year Tertiary Students. Creative Education, 03(06), 761-768. https://doi.org/10.4236/ce.2012.326114 Schiefele, U. (2009). Situational and Individual Interest (Vol. 1). Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading research quarterly, 47(4), 427-463. Seitz, L. (2010). Student Attitudes toward Reading: A Case Study. Journal of Inquiry and Action in Education, 3(2), 30-44. Seligman, M. E. P. (1975). Helplessness: On depression, development, and death. W H Freeman/Times Books/ Henry Holt & Co. Sipe, W. E., Brierley, S. M., Martin, C. M., Phillis, B. D., Cruz, F. B., Grady, E. F., ... & Bunnett, N. W. (2008). Transient receptor potential vanilloid 4 mediates protease activated receptor 2-induced sensitization of colonic afferent nerves and visceral hyperalgesia. American Journal of Physiology-Gastrointestinal and Liver Physiology, 294(5), G1288-G1298. Sofiana, N., & Mubarok, H. (2020). The Impact of Englishgame-Based Mobile Application on Students' Reading Achievement and Learning Motivation. International Journal of Instruction, 13(3), 247-258. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. Sociocultural theory and second language learning, 97(1), 97-114. Swain, M. (2005). The output hypothesis: Theory and research. In Handbook of research in second language teaching and learning (pp. 471-483). Routledge. Sweet, A. P., Education, U. S. D. o., Guthrie, J. T., Park, U. o. M. C., Ng, M. M., & University, S. B. (1998). Teacher Perceptions and Student Reading Motivation. Journal of Educational Psychology, 90. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295-312. Syal, S., & Nietfeld, J. L. (2024). Examining the effects of a game-based learning environment on fifth graders’ reading comprehension and reading motivation. Journal of Educational Psychology. Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77. https://doi.org/10.1016/j.compedu.2008.06.008 Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. Handbook of research on educational communications and technology, 485-503. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd. Ucus, S. (2015). Elementary School Teachers’ Views on Game-based Learning as a Teaching Method. Procedia - Social and Behavioral Sciences, 186, 401-409. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 1-17. Whitton, N. (2010). Game Engagement Theory and Adult Learning. Simulation & Gaming, 42(5), 596-609. https://doi.org/10.1177/1046878110378587 Wiburg, K., Chamberlin, B., Valdez, A., Trujillo, K., & Stanford, T. (2016). Impact of Math Snacks Games on Students’ Conceptual Understanding. Journal of Computers in Mathematics and Science Teaching, 35(2), 173-193. Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59-68. https://doi.org/10.1207/s15326985ep3202_1 Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In Handbook of child psychology and developmental science: Socioemotional processes, Vol. 3, 7th ed. (pp. 657-700). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118963418.childpsy316 Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child development perspectives, 10(3), 190-195. Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420 Zubair, M. U., Khan, M. A., Hassan, M. U., Ahmed, K., & Aziz, T. (2024). Enhancing Student Active Engagement in Class through Game-Based Learning: A Case of Civil Engineering Education. Sustainability, 16(14). https://doi.org/10.3390/su16146010 中文文獻 王敬詠 (2012)。應用電腦冒險遊戲式學習於專業英文課程對提升學習成效、學習動機與態度之影響(未出版之碩士論文)。私立淡江大學教育科技學系研究所。 王嘉琪、徐士偉、林尚延 (2017)。閱讀態度與閱讀行為之研究。文化事業與管理研究，17(1)，1-23。 未來親子學習平台 (2022)。2022全台閱讀大調查:讀甚麼? 怎麼讀?。遠見天下文化出版股份有限公司。取自https://parenting.cwgv.com.tw/event/2022readingforum/read.html。 何佩錦 (2023)。英文有聲分級讀本對於國中學生閱讀動機與閱讀理解能力之影響(未出版之碩士論文)。私立中原大學教育研究所。 吳明清 (1994)。教育開放與開放教育--教育革新的省思與對策。教育資料與研究， 1，9-15。 呂昀真、盧東華 (2011)。即時回饋機制融入同儕教學法對國小高年級學童閱讀理解學習之研究 。國教新知 ，58(1)，52-68。 宋曜廷 (2011)。調查研究方法在數位學習的應用。數位學習研究方法，73-108。 阮品綸、張國恩、宋曜廷(2022)。中文閱讀動機量表之編製與信效度檢驗。教育心理學報， 53(4)， 827-852。 林霜吟、吳順發（2014）。國小繪本教學應用之初探。家庭教育雙月刊，(49)，29-37。 邱皓政 (2002)。量化研究與統計分析。台北市:五南 。 洪儷瑜 (2011)。突破閱讀困難的另一種模式：挪威的閱讀困難補救系統。新北市:心理。 徐秀慈 (2022)。數位閱讀對雙語國小學童英語閱讀動機、閱讀態度與閱讀頻率影響之研究(未出版之碩士論文)。國立政治大學圖書資訊與檔案學研究所。 張德銳 (2013)。教學行動研究：實用手冊與理論介紹(二版)。台北市:高等教育。 馬玉華 (2014)。融入式閱讀教學對技專生英文閱讀態度/動機之影響(未出版之碩士論文)。私立淡江大學英文學系博士班。 曹世珍 (2005)。平衡閱讀教學對國小五年級學童英語閱讀能力與閱讀態度之影響(未出版之碩士論文)。 國立臺南大學教育學系課程與教學碩士班。 陳盈螢 (2020)。全台閱讀推動老師大調查｜新課綱上路週年檢視，國中生閱讀素養比小學生堪憂。親子天下。取自 https://www.parenting.com.tw/article/5086610 陳怡婷（2019）。適性提示之擴增實境閱讀遊戲對國小學生的學習成效影響之研究(未出版之碩士論文)。國立臺灣師範大學圖文傳播學系。 陳國泰（2018）。Erikson的心理社會發展論在負向人格特質的中小學生輔導之應用。臺灣教育評論月刊，7(12)，124-131。 黃玫溱、林巧敏(2009)。推動閱讀計畫之構想與建議。圖書與資訊學刊，(70)，48-60。 黃繼仁、葉譯聯(2024)。當代閱讀教育發展的重要議題：雙語教育與雙閱讀素養。臺灣教育研究期刊，5(1)， 241-260。 萬文隆 (2004)。深度訪談在質性研究中的應用。生活科技教育，37(4)，17-23。 劉詩瑜、董芳武(2019)。遊戲化閱讀平台激勵青少年閱讀行為、動機與滿意度之研究。工業設計，(139)，43-48。 劉佩雲、簡馨瑩、宋曜廷 (2003) 。國小學童閱讀動機與閱讀行為之相關研究。教育研究資訊，11:6 2003.12[民92.12]，135-158。 蔡清田 (2007)。課程行動研究的實踐之道。課程與教學，10(3)，75-89。 藍俊雄、黃瑋欣 (2020)。閱讀課程對英語閱讀意願之研究。管理資訊計算，9(2)，163-175。zh_TW