臺灣博碩士論文加值系統

本研究提出利用英文字彙塗鴉遊戲結合獎勵機制，吸引學習者參與英文字彙協同合作學習，其學習環境採用RIA為基本技術開發網路的英文字彙學習環境。並評估學習環境英文字彙塗鴉遊戲、獎勵機制與協同合作學習功能，對於學習者英文字彙學習動機的影響。
台灣屬於英語為外語的國家，國內普遍缺乏全英語的學習環境，如果又缺乏學習的動機，英語學習常常不盡理想。e-Learning可建構出英語的學習環境，但傳統的e-Learning模式往往無法吸引學習者投入。因此許多英文e-Learning導入老師互動或是協同合作等混成式數位學習等即是其中相當成功的模式。
本研究建構的悅趣化英文字彙協同合作學習環境，利用英文字彙塗鴉遊戲吸引學習者參與協同合作學習；透過獎勵機制增加持續投入英文字彙學習環境的意願。本研究的評估目標為英文字彙學習動機，採用ARCS為評估要素AHP架構為方法，對評估者進行滿意度的評估。結果發現本研究提出的學習環境，主要需重視的學習動機要素為感官的吸引，其次為提供成功的機會與提供表現機會。英文字彙塗鴉遊戲結合獎勵機制與協同合作學習之間於部份學習動機要素上具有互補的特性，主要為提供回饋與報償，其次為提供成功的機會、配合學習者特性、問題的探究、多樣性。

This study proposes to combine graffiti game vocabulary and incentive mechanism to attract learners to participate collaborative vocabulary learning. Their learning environment adopt RIA, development of basic technology network of vocabulary learning environment .If also has function of evaluations learning environment, English vocabulary graffiti games, incentive mechanism and collaboration function, motivation for vocabulary learners .
Taiwan is a country that sees English as a foreign language, so there's a lack of English learning environment in Taiwan and if also lock the motivation of learning English learning will be less than ideal. E-learning can build a English learning environment, but the traditional e-Learning method can't interest learners. Because of that many English e-Learning, import teacher interaction, collaboration and other kinds of hybrid digital learning are some of the successful methods.
This study build a fun collaboration English learning environment, using vocabulary graffiti games to attract learners to participate in collaborative learning, though incentive mechanism to increase the will of vocabulary learning. The assessment objective of this research is the motivation of learners English .Using ARCS as assessment element AHP architecture as method, assess the satisfaction of the evaluator. The results showed that the learning environment proposed by the research mainly needs attention on motivation. Secondly success opportunities and natural consequences, English vocabulary graffiti games combined incentive mechanism and collaborative learning and between them some motivations has complementary characteristics. Mainly to provide positive consequences , followed by success opportunities, familiarity and inquiry arousal.

摘要 I
誌謝 III
目錄 IV
圖目錄 VII
表目錄 IX
第一章 緒論 1
1.1 研究背景 1
1.2 研究動機 1
1.3 研究問題 4
1.4 研究目的 4
1.5 研究架構 5
1.6 研究限制 6
第二章 相關研究 7
2.1 英文字彙學習 7
2.1.1 學習動機 7
2.1.2 雙重解碼說理論與概念構圖 8
2.2 悅趣化學習 10
2.3 協同合作學習 14
2.4 英文字彙悅趣化學習遊戲 18
2.5 豐富網際網路應用程式 20
第三章 系統架構 23
3.1 建構系統概念架構 23
3.2 發展系統架構 26
3.3 分析與設計系統 27
3.3.1 悅趣化學習 27
3.3.2 協同合作學習 29
3.3.3 獎勵機制 30
第四章 系統實作與評估 32
4.1 系統實作 32
4.1.1 系統流程 32
4.1.2 悅趣化學習 33
4.1.3 協同合作學習 34
4.1.4 獎勵機制 35
4.2 系統評估 36
4.2.1 ARCS 學習動機評估準則 36
4.2.2 AHP 評估方法 37
4.2.3 試用活動計畫 39
4.2.4 評估結果與分析 40
第五章 研究成果與未來研究建議 44
5.1 研究成果 44
5.2 未來研究建議 45
參考文獻 46
一、英文文獻 46
二 、網頁 49
附錄A 問卷調查內容 51
附錄 B 所有評估者成對比較值與整合後平均值 61

圖1-2 研究架構圖 6
圖2-1 雙重解碼說示意圖 9
圖2-2 Advanced model of motivation for educational games 13
圖2-3 Fosnot 建構學習模式 16
圖2-4 組合字母遊戲 19
圖2-5 圖文配對遊戲 19
圖2-6 RIA網頁非同步模型與一般網頁程式同步模型 21
圖2-7 Microsoft 與 Adobe RIA技術比較 22
圖3-1 系統發展法 23
圖3-2 悅趣化協同合作的英文學習環境建構概念圖 24
圖3-3 系統層次架構圖 24
圖3-4 RIA悅趣化協同合作學習建構系統概念圖 25
圖3-5 系統架構圖 26
圖3-6 Portal 功能選單 27
圖3-8 塗鴉猜英文字彙遊戲流程圖 28
圖3-9 RTMP路徑連接即時串流 30
圖3-10 獎勵機制 31
圖4-1 英文字彙悅趣化學習系統操作圖 33
圖4-2 悅趣化英文字彙遊戲畫面展示圖 34
圖4-3 協同合作學習畫面展示圖 35
圖4-4 獎勵機制畫面展示圖 36
圖4-5 ARCS為評估要素的AHP架構圖 39

表1-1 2008 網站類型排行榜 3
表2-2 學習類型與數位遊戲類型對應 12
表2-1 合作學習教學與傳統教學法 15
表4-1 Keller學習動機ARCS因素說明表 37
表4-2 各問卷成對矩陣 C.R 表 41
表4-3 整合後問卷成對矩陣C.R表 41
表4-4 學習動機比重與排序表 42
表4-5 各類功能之學習動機次要素得分表 43

一、英文文獻
[1] Bachler, M., Shum, S., Chen-Burger, Y., Dalton, J., De Roure, D., Eisenstadt, M., & et al. (2004). Collaboration in the semantic grid: A basis for e-learning. Grid Learn- ing Services (GLS 2004) 7th International Conference on Intelligent Tutoring Systems Workshop, Maceio, Brazil, 1-12
[2] Barab, S. A., & Plucker, J. A. (2002). Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning. EDUCATIONAL PSYCHOLOGIST, 37(3), 165-182.
[3] Chyung, Y., Winiecki, D., & Fenner, J.A. (1999). Evaluation of effective interventions to solve the dropout problem in adult distance education. In B. Collis & R. Oliver (Eds.), Proceedings of EDMEDIA 99, from http://coen.boisestate.edu/ychyung/edmedia.htm
[4] Clark J.M. ,& Paivio A. (1991). Dual Coding Theory and Education Educational . Psychology Review, Vol 3, No. 3, 149-P210
[5] Thomas D. ,& Brown, J.S. (2007). The Play of Imagination Extending the Literary Mind. Games and Culture. Vol. 2, No. 2, 149-172.
[6] Farrand P., Hussain F., & Hennessy E.(2002). The efficacy of the 'mind map' study technique. Medical Education. 426-431.
[7] Fosnot, C. T. (2005). Constructivism: theory, perspectives and practice.2nd edition.
[8] Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
[9] Guastello, E. F. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial & Special Education 21(6), 356-364.
[10] Keller, J. M. (1999). Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education. Journal of New Directions for Teaching and Learning, Vol 78, 39-47.
[11] Keller, J. M. & Suzuki, K. (2004). Learner motivation and E-learning design: a multination- ally validated process. Journal of Educational Media, 29(3), 229-239.
[12] Keller, J. M. (2008). First principles of motivation to learn and e3-learning, Distance Educa- tion Vol. 29, No. 2 , 175–185.
[13] Krashen, S. D. (1991) Bilingual Education: A Focus on Current Research.Bilingual Education, No 3.
[14] Krashen, S. D., KYUNG-SOO CHO, & KYOUNG-OK AHN (2005). The Effects of Narrow Reading of Authentic Texts on Interest and Reading Ability in English as A Foreign Language. Reading Improvement, Vol 42,No 1, 58-64
[15] Johnson, D. W.; Johnson, R. T. (1994). Learning Together and Alone Cooperative, Competitive, and Individualistic Learning. Fourth Edition.
[16] Kong S.L. & Kwok C.W (2009). MMOG Game-Based collaborative learning:An exploratory study and its research potential. AIS Electronic Library.
[17] Malone, T. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. (Report CIS-7). Palo Alto, CA: Xerox Palo Alto Research Center.
[18] McCagg, E. C., & Dansereau, D. F. (1991). A convergent paradigm for examining knowledge mapping as a learning strategy. Journal of Educational Research, 84, 317-324.
[19] Nathan Bos (2001). What do game designer know about scaffolding?Borrowing simcity design principles for education. Ann Harbor, MI: Michigan University and CILT, PlaySpace Project.
[20] Novak, J. D. (1990). Concept Maps and Vee Diagrams: Two Metacognitive Tools to Facilitate Meaningful Learning. Instructional Science 19,29-52
[21] Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY:Cambridge University Press.
[22] Okamoto, T., Kayama, M., & Cristea, A.(2001). Proposal of a collaborative learning standardization. IEEE International Conference on Advanced Learning Technologies, Proceedings. Madison, Wisconsin, USA, 267-268.
[23] Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
[24] Pressley, M. & Levin, J. R. (1980). The development of mental imagery retrieval. Journal Article ,Vol 51, No. 2, Jun, 558-560.
[25] Saaty, T. L. (1990). How to make a decision: The analytic hierarchy process. Euro- pean Journal of Operational Research, 48(1), 9–26.
[26] Saaty, T.L. (1999). Fundamentals of the analytic network process, Proceeding papers of. ISAHP Conference, August, 12-14.
[27] Saaty, T. L. (2003). Decision-making with AHP: Why is the principal eigenvector necessary, European Journal of Operational Research, 145, 85-91.
[28] Saaty, T.L. (2006). Rank from comparisons and from ratings in the analytic hierarchy / network processes, European Journal of Operational Research, Vol.168,557-570.
[29] Saaty, T. L. (2008),Decision making with the analytic hierarchy process , International Journal of Services Sciences, Vol. 1, No.1 ,83-97.
[30] Savill-Smith C. & Kent P. (2003). The Use of Palmtop Computers for
Learning: A Review of the Literature. Eur. Eat. Disorders Rev. 11, 231-242.
[31] Shellnut, B. , Knowlton, A. ,& Savage, T.（1999）Applying the ARCS Model to the Design and Development of Computer-Based Modules for Manufacturing Engineer- ing Courses. Educational Technology Research and Development, 47(2),100-110.
[32] Steiner, C. M., Kickmeier-Rust, M. D., Mattheiss, E., & Albert, D. (2009).Under- cover: Noninvasive, adaptive interventions in educational games. In M. D.Kick -meier Rust (Ed.), Proceedings of the 1st international open workshop on intelligent personalization and adaptation in digital educational games, 55-66.
[33] Umetsu, T., Hirashima, T., & Takeuchi, A. (2002). Fusion method for designing computer based learning game. Proc of ICCE2002, 124-128.
[34] Visser, J. , & Keller, J. M. (1990).The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design. Instructional Science,Vol 19, 467-500
[35] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. (14th ed.) Harvard University Press.
[36] Yanqing Sun & Qi Dong (2004). An Experiment on Supporting Children English Vocabulary Learning in Multimedia Context. Compute Assisted Language Learning, Vol. 17, No. 2, 131–147

二 、網頁
[1] Garrett, J.J. (2005). Ajax: A new approach to web applications from http://www.Adaptivepath.com/ideas/essays/archives/000385.php
[2] Krashen, Stephen D. (1981). Second language acquisition and second language learning. from http://www.sdkrashen.com/SL_Acquisition_and_Learning/ SLAcqu isition_and_Learning.pdf
[3] Krashen, Stephen D. (2003). Explorations in Language Acquisition and Use: The Taipei Lectures. From https://www.heinemann.com/ shared/onlineresources/ E00554 /chapter2.pdf
[4] MIC（2003）我國數位內容研究 from http://mic.iii.org.tw/
[5] MIC（2007）台灣數位學習產業發展現況 from http://mic.iii.org.tw/
[6] MIC（2008）數位學習市場趨勢與創新服務模式研究 from http://mic.iii.org.tw/
[7] MIC（2009）資訊服務產業年鑑 from http://mic.iii.org.tw/
[8] MIC（2009）台灣數位娛樂市場發展趨勢 from http://mic.iii.org.tw/
[9] RIA from http://Adobe.com
[10] 為什麼英語會有雙峰現象 from http://ejee.ncu.edu.tw/showfeature.asp?COno=74
[11] 計畫數位內容產業趨勢分析報 from http://mic.iii.org.tw/
[12] 開發學習遊戲 星未來3年撥款逾億元 from http://udn.com
[13] 創市際 from http://news.ixresearch.com/
[14] 基測英文雙峰from http://mag.udn.com/mag/ campus/storypage.jsp?f_ART_ID=103369