臺灣博碩士論文加值系統

摘要
由於全球化時代來臨，英文已成為國際性的強勢語言，許多國家將英語作為外國語或第二語言，而字彙一直被認為在語言學習中佔有很重要的部分，但是對很多英語學習者而言，字彙學習被視為一件無聊的工作。隨著新科技的快速進步，多媒體、網際網路和各種形式的遠距學習已被廣泛的應用於教育領域。至於數位學習方面，電腦遊戲尤其是具有很多的特質來吸引學習者的注意以及可以幫助學習者有效地學習資訊、技巧、態度及思考方式。再者，越來越多的軟體產品和遊戲式學習系統出現而強化學習的過程，但並非所有的遊戲都適合字彙學習，如何選出適合學生玩的遊戲的確是老師們要考慮的重要議題。
本研究的主要目的是為了提供老師們在使用數位字彙遊戲作為教學時的評估準則。本研究首先從之前的相關文獻中蒐集評估數位遊戲式字彙學習的準則，根據先前研究的分析，我們先選出66個評估準則並分成四個層面（教學、遊戲、社會及技術）和14個範疇。之後透過19位英文老師的問卷從66個評估準則中選出19個準則，然後再根據學生的意見，將這19個準則排序並利用ROC(Rank Order Centroid，排序中心)權重法計算出各個準則的權重分數，最後藉著提供五種數位英語字彙遊戲給學生試玩，來驗證本研究所選出的評估準則，研究結果顯示在選擇數位英語字彙遊戲，老師會比較著重技術層面，如介面功能簡單易操作，相反地，學生多重視可以引發學習動機和有趣的遊戲特質，最後提出本研究的限制及對未來研究之建議。


關鍵字：字彙學習、數位遊戲式學習、評估準則

Abstract
Learning English as a foreign/second language (EFL/ESL) is highly underscored by many countries. And vocabulary plays a significant part in language learning. But for many English learners, learning vocabulary is viewed as a burden. With the rapid improvement of technology, the digital learning, particularly computer games, carries numerous potential to draw learners’ attention and help them learn information, skills, attitudes, and ways of thinking effectively. In addition, more and more software products and game-based learning systems come out to claim to foster the learning process. However, not all the games are suitable for vocabulary learning. How to choose an appropriate game for students to play is indeed a crucial issue for teachers to consider.
The main purpose of this study is to provide the selection criteria mainly for teachers when they use computer vocabulary games as a means of teaching. In this study, we firstly collected the possible criteria on evaluating game-based vocabulary learning from the previous research. Drawn upon the analysis of the earlier studies, sixty-six criteria are chosen and divided into four dimensions (teaching, game, society, and technology) and fourteen categories. Next, the nineteen criteria are selected from the sixty-six ones through the questionnaires conducted by nineteen English teachers. Then the selected nineteen criteria are ranked and given the weight calculated by ROC (Rank Order Centroid) according to the students’ preferences. At last, the experimental evaluation was made by providing five online vocabulary games for students to play. The result of this study showed that in terms of game-based learning, teachers focus more on technological dimension such as simple interface and user-friendly design. On the contrary, students put more emphasis on what games can motivate and engage them effectively. Finally, the limitation of the study and suggestions for future research were provided.

Keywords: Vocabulary Learning, Game-Based Learning, Selection Criteria

Table of Contents
中文摘要-----------------------------------------------------------------------i
Abstract---------------------------------------------------------------------ii
Acknowledgements-------------------------------------------------------------iv
Table of Contents-------------------------------------------------------------v
List of Tables---------------------------------------------------------------vii
List of Figures-------------------------------------------------------------viii
Chapter One Introduction
1.1 Background and Motivation----------------------------------------------3
1.2 Purpose of the study---------------------------------------------------5
1.3 Research Questions-----------------------------------------------------6
1.4 Significance of the study----------------------------------------------6
Chapter Two Literature Review
2.1 Vocabulary learning-------------------------------------------------------8
2.2 Vocabulary learning strategies-------------------------------------------11
2.3 Vocabulary learning instruction------------------------------------------19
2.4 Computer uses in vocabulary learning-------------------------------------21
2.4.1 Game-Based Learning-----------------------------------------------22
2.4.2 Game Classification-----------------------------------------------25
2.5 Criteria on Evaluating Game-Based Vocabulary Learning--------------------29
2.6 Summary------------------------------------------------------------------33
Chapter Three Methodology
3.1 Research Design and procedure--------------------------------------------35
3.2 The Possible Criteria exploring (Stage One)------------------------------38
3.3 The Top Criteria selecting (Stage Two)-----------------------------------41
3.4 Ranking the Selected Criteria and Calculating the Weight of Each Criterion
(Stage Three)---------------------------------------------------------------41
3.5 The Verification of the Selected Criteria (Stage Four)-------------------42
3.6 The Selection of the five vocabulary games-------------------------------42
Chapter Four Results and Discussion
4.1 The Selection Criteria on Evaluating Game-Based Vocabulary Learning------44
4.2 Ranking of the Selected Nineteen Criteria--------------------------------54
4.3 Comparison of the Two Ranking Results on the Evaluative Criteria---------62
Chapter Five Conclusions and Suggestions
5.1 Summary of the Conclusions-----------------------------------------------66
5.2 Limitation of the Study--------------------------------------------------68
5.3 Suggestions for Future Research -----------------------------------------68
References-------------------------------------------------------------------70
Appendix A-------------------------------------------------------------------76
Appendix B-------------------------------------------------------------------83
Appendix C-------------------------------------------------------------------85








List of Tables
Table 2.1 A Taxonomy of Schmitt’s Vocabulary Learning Strategies-----------------13
Table 2.2 A Taxonomy of Lin’s Vocabulary Learning Strategies----------------------15
Table 2.3 Comparison of English Vocabulary Games-----------------------------------27
Table 2.4 Criteria on Evaluating Game-Based Learning System----------------------31
Table 3.1 Criteria for Game-Based Vocabulary Learning-------------------------------38
Table 3.2 The Five English Vocabulary Games-------------------------------------------43
Table 4.1 Frequencies on the Use of the Digital Learning in Teaching
Environment-------------------------------------------------------------------------45
Table 4.2 Means and Standard Deviations of the Sixty-Six Criteria--------------------46
Table 4.3 Comparison of the two rankings-------------------------------------------------49
Table 4.4 The Top One/Two Criteria for Each Category---------------------------------53
Table 4.5 The Selected Nineteen Criteria--------------------------------------------------54
Table 4.6 Frequencies and Percentage on the Use of the Digital Learning as a Facilitator----------------------------------------------------------------------------55
Table 4.7 Ranking of the Criteria, along with Means and Standard Deviations-------56
Table 4.8 Comparison of the two rankings-------------------------------------------------57
Table 4.9 Weights of the Criteria------------------------------------------------------------59
Table 4.10 Comparison of the Two Rankings on the Evaluative Criteria--------------60
Table 4.11 The Result of the Two rankings and the Differences between the Two---63
Table 4.12 Frequencies of the Difference--------------------------------------------------65





List of Figures
Figure 3.1 The Flow Chart of the Research Procedure--------------------------------------37

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