臺灣博碩士論文加值系統

以華語為第二語言學習的學習者來說，漢語拼音或注音符號是學習的第一步，學習者有機會遇到無法辨識、無法準確使用拼音，均會影響華語的學習效果。香港人學習華語動機低。 為了解決這個問題，本研究基於學習情緒的控制價值理論，透過Nearpod 或Kahoot!兩款遊戲式學習軟件來探討以華語為第二語言學習者，在學習華語拼音時的遊戲興趣、課堂焦慮和普通話焦慮。本研究中使用漢語拼音認讀、配對以及實時競賽遊戲Time to Climb，來激發學生的學習興趣。
本研究採用實驗研究和問卷調查來觀察以華語為第二語言的小四學習者。在實驗研究中，教師講解完拼音規則或聲韻母辨認後，利用Nearpod及Kahoot!進行複習遊戲活動。本研究的參與學生共47位，學習普通話年期為4年，每週30分鐘學習時間，每次完成遊戲後，進行問卷調查，共計6次。藉此了解華語學習者在兩個月內學習興趣、遊戲焦慮的變化以及探索因復原力不同所產生的影響。由研究結果中歸納以下結論：
1. Nearpod及Kahoot!學習軟件均能顯著提升學生學習華語的興趣
2. 以華語為第二語言學習者，使用Nearpod及Kahoot!兩種遊戲式學習漢語拼音時，學習興趣會隨着遊戲次數先提升後下降。
3. 應用兩款不同軟件教學，學生學習價值及學習成效成正相關。
4. 隨着遊戲次數的增加，Kahoot!比Nearpod引起的遊戲焦慮為高，但同時間，Nearpod學習者的進步量較Kahoot!學習者為高。
綜合以上研究結果，本研究為今後教授華語為第二語言的學生提出教學建議，並為透過Nearpod及Kahoot!進行華語教學發展之研究建議。

For learners who are learning Chinese as a second language, Chinese pinyin is the first step in their learning process. Learners may encounter difficulties in accurately identifying and using pinyin, which can affect their overall learning effectiveness in Chinese. Hong Kong people have low motivation to learn Chi-nese. This study is based on the Control-Value theory of achievement emotions and utilizes two game-based learning software, Nearpod or Kahoot! , to explore how Chinese as a second language learners can learn Chinese Pinyin and observe changes in their learning interest, classroom anxiety and learning effectiveness.
This study employed experimental research and questionnaires to observe Primary 4 learners of Chinese as a second language. A total of 47 students partic-ipated in this study. After each game is completed, a questionnaire survey will be conducted for a total of 6 times. This approach allows us to understand the changes in learning interests of Chinese language learners within two months and explore the impact of different factors. The following conclusions are drawn from the research results:
1. Both Nearpod and Kahoot! learning software can significantly increase stu-dents' interest in learning Chinese.
2. For Chinese-speaking second language learners, when using Nearpod and Ka-hoot! to learn Chinese Pinyin through two games, their learning interest will first increase and then decrease with the number of games.
3. When using two different software for teaching, students' learning value and learning effectiveness are directly proportional.
4. As the number of games increases, Kahoot! causes higher gaming anxiety than Nearpod.
Based on the above research results, this study provides teaching sugges-tions for teaching Chinese as a second language students and research sugges-tions for the development of Chinese language teaching through Nearpod and Kahoot!.

謝誌 i
中文摘要 ii
Abstract iii
目次 iv
表次 viii
圖次 x
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 2
第三節 研究問題 3
第四節 研究假設 4
壹、待答問題 4
貳、研究假設 5
第五節 研究限制 6
第六節 名詞解釋 6
壹、數位遊戲式學習 7
貳、學習興趣 7
參、遊戲焦慮 8
肆、第二語言焦慮 8
伍、學習價值 9
陸、復原力 10
第二章 文獻探討 11
第一節 數位遊戲式學習 11
壹、數位遊戲式學習之涵義 11
貳、數位遊戲式學習與學習成效 11
第二節 數位遊戲Nearpod及Kahoot!的相關研究 13
壹、使用Nearpod進行教學 14
貳、使用Kahoot! 進行教學 15
第三節 興趣及學習興趣 17
壹、學習興趣之涵義 18
貳、學習興趣與學習成效 18
第四節 遊戲焦慮 19
壹、遊戲焦慮之涵義 19
貳、遊戲焦慮與學習成效的關係 20
第五節 第二語言焦慮 21
壹、第二語言焦慮之涵義 21
貳、第二語言焦慮與學習的關係 22
第六節 學習價值 24
壹、學習價值之涵義 24
貳、學習價值對學習的影響 24
第七節 復原力 26
壹、復原力之涵義 26
貳、復原力對學習的影響 26
第三章 研究設計與實施 29
第一節 教學設計 29
第二節 研究工具 31
壹、可應用於遊戲式學習的軟件簡介 31
貳、情意問卷 42
第三節 資料分析方法 44
壹、描述性統計分析 44
貳、組合信度分析 44
肆、獨立樣本ｔ檢定 45
伍、時間序列分析 45
第四章 研究結果分析 47
第一節 樣本特徵分析 47
壹、性別 47
貳、學生母語 48
參、學生學習華語文的年資 48
第二節 各構面之描述性分析 49
壹、學習興趣構面描述性分析 49
貳、遊戲焦慮構面描述性分析 50
參、第二語言焦慮構面描述性分析 52
肆、學習價值構面描述性分析 53
伍、復原力構面描述性分析 54
第三節 問卷題項及構面分析 55
壹、探索性分析 56
參、組合信度及收斂效度分析 60
第四節 差異性分析 61
壹、性別與各構面之差異性分析 62
貳、使用不同遊戲式學習工具與各構面之差異性分析 63
第五節 時間序列分析 65
壹、學習興趣分析 65
貳、遊戲焦慮分析 71
第六節 學習成效分析 78
壹、使用Nearpod及Kahoot!前後測成績分析 78
貳、使用Nearpod及Kahoot!學生成績進步量分析 79
參、相關分析 80
第七節 研究結果討論 83
第五章 結論及建議 89
第一節 結論 89
第二節 對教學策略的建議 90
壹、針對課堂重點選用遊戲式學習軟件 90
貳、 考慮不同特質的學生需要 91
參、推廣復原力教育 91
肆、善用合作學習的優勢 92
第三節 對未來研究的建議 92
壹、增加研究對象的規模 92
貳、考慮男女生的比例 93
參、考慮情意測驗的時長及間距 93
肆、Nearpod 及Kahoot!以外其他電子學習工具對教學成效之影響 93
參考文獻 95
中文文獻 95
英文文獻 99
附錄 111
一、情意問卷題目 (班別A) 111
二、情意問卷題目 (班別B) 113

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