本研究對在學習鷹架輔助系統中的遊戲式學習英語字彙系統中，改進其提示系統需付出代價行為，並針對不同人格對加入本代償系統的行為差異之研究。研究針對新北市某國中一年級所有學生中184人進行使用差異研究。對其使用系統之記錄、英語字彙態度量表與遊戲系統態度量表中取出數據，並使用DISC(Dominance、Influence、Compliance、Steadiness)人格分類法將該校學生分為4類後，以ANOVA分析法來檢視各人格是否有使用行為上的差異，以證明該代償系統對於大眾的使用廣泛度。
本研究發現下列幾點：
1.不同人格的學習者，在提示系統選擇有所不同，D型人格在字尾提示的使用率高於其他人格。
2.不同人格的學習者，在使用提示後的錯誤率中，以C型人格的字尾錯誤率最低，並且C型人格使用提示後錯誤率也是全部人格中最低的。
3.所有人格在提示需付出代價的情況下，使用鷹架輔助系統往往會以關鍵字提示為主，所以中文提示使用率明顯高於其他提示。
4.所有人格的學習者，在使用鷹架輔助系統後答對率皆有顯著差異。
5.不同人格的學習者，在答題總數上S型人格明顯低於其他人格者。

關鍵字：鷹架輔助、遊戲式學習、學習英語字彙、人格特質。

In this study, we provide an improved-tips system that has a "pay the price" part , in a English game-based learning system of scaffolding, and research the user behaviors of different personalities. We collected the data that include the use records, the English words attitudes and the gaming system attitude from the 7 grade's students who are in a junior high school at New Taipei City. In order to provide the widely use to public, we classified these students to 4 types by DISC(Dominance、Influence、Compliance、Steadiness), and analyze these data to know whether there are different between users of different personalities.
The conclusions of this research are as follows:
1.Different types of the students have different behaviors of selecting tips, and the D type's students have the most highest suffix tips selecting rate than other types.
2.The students of C type have the lowest mistaken rate, and the mistaken rate of C type students who had selected tips is also the lowest.
3.In this scaffolding system that we provided, the selecting rate of Chinese tip is apparently higher than other tips for all types of the students.
4.All the students there are significant differences of the correct rate after using this scaffolding system.
5.The students of S type have the lowest the total number of answer than other people.

Keyword: English vocabulary learning, game-based learning, personality traits, scaffolding.

摘要 i
Abstract ii
致謝辭 iii
目錄 iv
表目錄 vi
圖目錄 viii
第一章 緒論 1
第一節　研究背景與動機 1
第二節　研究目的 2
第三節　研究流程 3
第二章　文獻探討 5
第一節　英語字彙學習 5
第二節　數位遊戲式學習 6
第三節　鷹架學習理論 9
第四節　人格特質 11
第三章　研究方法 14
第一節　實驗流程 14
第二節　實驗對象 16
第三節 研究工具 17
第四章　研究結果與分析 29
第一節　個人基本資料分析 29
第二節　英語字彙態度量表-前測 35
第三節　遊戲系統態度量表-後測 38
第四節　不同人格對於鷹架使用行為差異分析 41
第五節　實驗結論分析 52
第五章　結論與未來發展 55
第一節　結論 55
第二節　研究限制 56
第三節　未來發展 56
參考文獻 57
附錄A DISC人格問卷 61
附錄B 基本資料問卷 63
附錄C 英語字彙態度前測量表 64
附錄D遊戲系統態度量表後測 65

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