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研究生:李文翔
論文名稱:適性化英語字彙學習遊戲對學習成效與學習態度影響之研究
論文名稱(外文):The Impacts of an Adaptive English Vocabulary Learning Game on Students’ Learning Effectiveness and Attitudes
指導教授:羅家駿羅家駿引用關係
指導教授(外文):Lo,Jia-Jiunn
口試委員:羅家駿吳玫瑩謝德鑫
口試委員(外文):Lo,Jia-JiunnWu,Mei-YinHsieh,Te-Hsin
口試日期:2017-06-02
學位類別:碩士
校院名稱:中華大學
系所名稱:資訊管理學系
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:68
中文關鍵詞:遊戲式學習英語字彙學習適性化英語詞彙學習遊戲漸進學習協助工具
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大多數教育遊戲都是基於one-fits-all (一視同仁)的設計來提供協助學習的工具,而不考慮玩家的能力水平,從而限制了遊戲的貢獻。將適性化遊戲引入教育用應用程式,可以使玩家具有個人的遊戲經驗,來面對最適合的遊戲或教學挑戰。因此,本研究通過將各種協助學習工具整合到教育遊戲設計中,開發了一種適性化英語詞彙學習遊戲。
在遊戲過程中,應用程式不斷地評估玩家的學習過程,學習和遊戲之間的平衡是通過,適性化地提供對應於所選單字的答題狀況的漸進學習協助工具來實現。這種適應性教育遊戲有望平衡玩家的單字水準,使他們保持高程度的參與和學習。
在遊戲實驗中分為兩個遊戲組別,一組為適性化自動提示之遊戲系統(實驗組),另一組為手動提示功能之無適性化之遊戲系統(對照組),利用三十分鐘測驗時間,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,再使用獨立樣本T檢定來對兩個組別的資料作差異比對。
本研究發現下列幾點:
1. 兩組在於遊戲系統態度量表比對中無顯著差異。
2. 在TAM分析中,兩組之遊戲系統態度各構面有不同於假設模型之相關性,且觀 察到實驗組與對照組的遊戲焦慮與認知負荷在於認知有用構面的分析上有相反的顯著性。
3. 實驗組在於答題速度平均上,但兩組並無顯著差異。
4. 實驗組在於答案更改的功能使用平均次數上少於對照組,有顯著差異,但在於減少使用的時間平均少於對照組,但兩組並無顯著差異。
5. 實驗組在於錯誤學習效果上,但兩組無顯著差異。
在研究結果中我們沒有得到預期結果,雖然在各個資料統計平均上實驗組皆優於對照組,但是在於兩組的差異顯著性卻是不高。研究結果中唯一有顯著差異的是答案修改次數的資料分析,不顯著之可能是受限於遊戲系統的開發時間,與受測學習者的課堂時間,未來將會調整系統之功能以答題時間限制增加遊戲速度、延長測試時間,和增加測驗之單字量,用以提高兩組之間之差異性。

Most educational games are based on a one-fits-all design to provide supportive tools without considering players’ skill levels, which limiting their contributions. Introducing adaptive games into educational applications can enable players to have a personalized gaming experience to face the most appropriate gameplay or pedagogical challenges. As a consequence, this research developed an adaptive English vocabulary learning game by integrating a variety of learning supportive tools into the educational game design.
During the gameplay, a player’s learning processes are continuously assessed. The balance between learning and gaming activities is implemented with adaptive provision of incremental learning supportive tools corresponding to the fluency level of the selected word. This adaptive educational game is expected to balances players’ vocabulary levels to keep them at a high level of engagement and learning.
In the game experiment is divided into two game groups, a group of adaptive automatic prompt of the game system (experimental group), the other group for the Non-automatic prompt of the Non adaptive of the game system (control group). The use of thirty minutes for the test. We collected the data that include the use records, the English vocabulary attitudes and the gaming system attitude, and then use Independent-Sample T Test to the two groups of data for the difference between the comparison.
The conclusions of this research are as follows:
1. There was no significant difference between the two groups in the game system attitude scale.
2. In TAM analysis, the two groups of game system attitude scale between the various facets have different relationship.
3. The experimental group was superior to the control group on the average speed of the answer, but there was no significant difference between the two groups.
4. In the experimental group, the average of times of the function of the clear was less than that of the control group, and the time of reduction of the function of the clear was less than that of the control group, but there was no significant difference between the two groups.
5. The experimental group was superior to the control group in the wrong learning effect, but there was no significant difference between the two groups.
In the study results, though the average score in the data on the experimental group were better than the control group, but we did not get the expected results. The difference between the two groups is not significant. The only significant difference in the results of the study is the analysis of the number of changes in the answer analysis. The results are not significant, it might be limited by the development time of the game system, with the time of the learner in classroom, the future will develop the function of time-limit of game to increase the speed of the game, extend the test time, and increase the amount of chronographs to improve the difference between the two groups.

摘要 I
Abstract III
目錄 V
表目錄 VIII
圖目錄 VII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究流程 4
第二章 文獻探討 6
第一節 英語字彙學習 6
第二節 數位遊戲式學習 7
第三節 鷹架學習理論 10
第四節 適性化數位學習 13
第三章 研究方法 16
第一節 實驗流程 16
第二節 實驗對象 18
第三節 研究工具 19
第四章 研究結果與分析 32
第一節 遊戲系統態度量表 32
第二節 適性化與非適性化英語詞彙學習遊戲差異分析 43
第五章 結論與未來發展 51
第一節 結論 51
第二節 研究限制 52
第三節 未來發展 52
參考文獻 53
附錄A 基本資料問卷 56
附錄B 遊戲系統態度量表 57

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