Responsive image
博碩士論文 etd-1003116-221244 詳細資訊
Title page for etd-1003116-221244
論文名稱
Title
探討競爭遊戲情境與個人化輔助策略對英語字彙學習成效之影響
Effects of Competitive Gaming Scenario and Personalized Strategy on English Vocabulary Learning Performance
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
115
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2016-07-22
繳交日期
Date of Submission
2016-11-04
關鍵字
Keywords
個人化學習、競爭遊戲情境、訊息處理學習論、英語閱讀焦慮、沉浸理論
Personalized Strategy, Competitive Gaming Scenario, Information processing learning, English Reading Anxiety, Flow theory
統計
Statistics
本論文已被瀏覽 5830 次,被下載 262
The thesis/dissertation has been browsed 5830 times, has been downloaded 262 times.
中文摘要
英語字彙量的累積,對於學習英語是非常重要的基礎。而有許多學習者在英語字彙的學習過程中透過重複、機械式的背誦來了解與記憶字彙的意思。根據訊息處理學習論,當學習者要將資訊或知識轉換成長期記憶時,需要經過三個階段,分別是感官收錄、短期記憶、長期記憶。感官收錄是透過眼、耳等外在感官將外在資訊接收進來;短期記憶是將接收進來的資訊透過專注、思考的輔助下轉換成短暫的記憶;長期記憶是透過反覆的階段將短期記憶進一步轉換成長期的記憶。但長時間的反覆進行背誦會造成枯燥乏味、焦慮、不專心等負面影響,甚至影響學習成效。因此,本研究結合競爭遊戲情境與個人化輔助策略來幫助學習者在學習英語字彙的過程中降低焦慮情緒,以及提升沉浸狀態與學習成效。近年來將遊戲結合學習,在遊戲過程中賦予教育意涵,如此形式的學習情境愈來愈普及,因為遊戲式學習情境可以營造輕鬆的環境,讓學習者在既定的規則中挑戰目標,進而專注於學習活動中,達到沉浸狀態。而讓學習者可以分配到適合的學習資源與優化學習過程的個人化學習,亦被認為是一個能夠提升學習成效的重要方法。基於上述,本研究設計了大富翁遊戲為架構的競爭遊戲情境,大富翁是一款家喻戶曉的群體競爭遊戲,具備了許多競爭遊戲情境所需要的要素,其普遍性可以讓學習者快速上手。而個人化輔助策略則是以訊息處理學習論為基礎,讓學習者花較多的時間來學習與復習新知識,以達到更好的記憶效果,本研究針對學習者英語字彙的習得狀況,給予個人化的調整,以幫助學習者更有效率的記憶單字。本研究共招募一百二十位大學生與碩士生自願參與實驗,並隨機指派到「一般題庫練習」、「個人化題庫練習」、「遊戲式題庫練習」與「遊戲式暨個人化題庫練習」組進行英語字彙的學習活動。研究結果顯示個人化輔助策略能夠顯著提升學習成效,而競爭遊戲情境結合個人化輔助策略對於學習成效則有顯著的加乘效果;競爭遊戲情境能夠顯著的降低情境焦慮與英語閱讀焦慮,並提升沉浸狀態中的控制程度、好奇心與內在興趣感知。
Abstract
Accumulation of English vocabulary is a very important for learning English. In the learning English vocabulary, many learners use the mechanical recitation to understand and remember vocabulary. According to the theory of information processing learning, when learners want to change the information or knowledge to long-term memory, they need to go through three stages: sensory register, short-term memory, and long-term memory. Sensory register is through the external senses (i.e., eyes, ears) to receive external information. Short-term memory is the information through the focus, thinking to change to short-term memory. Long-term memory is built through the repeated stages of short-term memory to change to long-term memory. But a long time of repeated recitation will cause boring, anxious, do not attention on such negative effects, and even affect the learning outcomes. Therefore, this study aims to help learners reduce anxiety and improve the immersion and learning outcomes in learning English vocabulary through the combination of competitive gaming scenario and personalized strategy. In recent years, the game combine the learning to join the educational meaning, this learning situation more and more popular. Because the game learning environment can create a relaxed environment, so that learners in the rules challenge the goal, and then focus on learning activities to achieve immersion. Personalized strategy that allows learners to allocate appropriate learning resources and optimize the learning process is also an important way to improve learning outcomes. Based on the above, this study designed a Monopoly for the structure of the competitive gaming scenario. Monopoly is a well-known group competition game with many competitive gaming elements. The universality of game can allow learners to get started quickly. The personalized strategy is based on information processing learning theory, so that learners spend more time to learn and review new knowledge in order to achieve better memory effect. This study aims to improve learners' English vocabulary by giving individualized adjustment to help learners memorize words more efficiently. The 120 college students and master students were recruited to participate in the experiment. They were randomly assigned to "general practice", "personalized practice", "game practice" and "game and personalized practice" group to learn English vocabulary. The results show that the personalization strategy can significantly improve the learning outcomes, while the competitive gaming scenario combined with personalization strategy support strategies for the learning effect there is a significant multiplication effect. The competitive gaming scenario can significantly reduce the anxiety of scenario and English reading anxiety, and enhance the control, curiosity and intrinsic interest in the immersion state.
目次 Table of Contents
論文審定書 i
論文提要 ii
致謝 iii
摘要 v
目錄 vii
圖目錄 x
表目錄 xii
第一章 、緒論 1
第一節 、研究背景與動機 1
第二節 、研究目的 4
第三節 、研究問題 5
第二章 、文獻探討 6
第一節 、英語字彙 6
第二節 、焦慮狀態 8
第三節 、沉浸狀態 9
第四節 、遊戲學習情境 10
第五節 、個人化輔助策略 14
第三章 、系統設計 17
第一節 、學習教材與系統機制 17
第二節 、一般題庫練習系統 30
第三節 、個人化題庫練習系統 32
第四節 、遊戲式題庫練習系統 35
第五節 、遊戲式暨個人化題庫練習系統 36
第四章 、研究方法 39
第一節 、研究架構 39
第二節 、研究假說 40
第三節 、研究對象 41
第四節 、研究工具 42
第五節 、實驗設計 47
第六節 、資料分析 50
第五章 、研究結果與討論 51
第一節 、人口統計資訊 51
第二節 、學習成效分析 52
第三節 、焦慮量表分析 57
第四節 、沉浸量表分析 65
第五節 、綜合討論 70
第六章 、結論與建議 77
第一節 、研究發現 77
第二節 、研究貢獻 79
第三節 、研究限制 80
第四節 、未來研究 81
參考文獻 82
附錄 88
附錄一、遊戲素材來源說明 88
附錄二、教材內容 89
附錄三、情境焦慮量表 94
附錄四、英語閱讀焦慮量表 95
附錄五、沉浸量表 96
附錄六、前測題目 98
附錄七、後測題目 100
參考文獻 References
Agarwal, R., & Karahanna, E. (2000). Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage. MIS quarterly, 24(4), 665-694.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. The psychology of learning and motivation, 2, 89-195.
Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia-Social and Behavioral Sciences, 98, 286-291.
Banikowski, A. K., & Mehring, T. A. (1999). Strategies to enhance memory based on brain-research. Focus on Exceptional Children, 32(2), 1-16.
Bandura, A. (1977). Social learning theory. Englewood Cliffos, New Jersey.
Butler, Y. G. (2005). Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan. Language Teaching Research, 9(4), 423-446.
Barendregt, W., & Bekker, T. M. (2011). The influence of the level of free-choice learning activities on the use of an educational computer game.Computers & Education, 56(1), 80-90.
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100.
Essaid El Bachari, E. H. A., & El Adnani, M. (2011). ELearning personalization based on dynamic learners” preference. International Journal of Computer Science & Information Technology (IJCSIT), 3(3), June 2011.
Chiu, C. Y., Chang, K. C., Chen, K. Y., Cheng, W. Y., Li, P. S., & Lo, Y. C. (2010). College students’ English-speaking anxiety at the foreign language corner. Journal of National Formosa University, 29(1), 105-116.
Chen, C. M., & Li, Y. L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.
Cannon, W. B. (1932). The wisdom of the body. (2nd ed). New York: Norton.
Cavanaugh, M. A., Boswell, W. R., Roehling, M. V., & Boudreau, J. W. (2000). An empirical examination of self-reported work stress among US managers.Journal of Applied Psychology, 85(1), 65.
Chen, N., Sugihara, H., Sharma, J., Perea, G., Petravicz, J., Le, C., & Sur, M. (2012). Nucleus basalis-enabled stimulus-specific plasticity in the visual cortex is mediated by astrocytes. Proceedings of the National Academy of Sciences, 109(41), E2832-E2841.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign language annals, 22(1), 13-22.
Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game‐based learning types in English as a foreign language setting: A meta‐analysis. British Journal of Educational Technology, 43(4), E104-E107.
Coyne, R. (2003). Mindless repetition: Learning from computer games. Design Studies, 24(3), 199-212.
Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Jossey-Bass.
Carmagnola, F., & Cena, F. (2009). User identification for cross-system personalisation. Information Sciences, 179(1), 16-32.
Clarke, J., & Miles, S. (2003). Changing systems to personalize learning: Introduction to the personalization workshops.Providence, RI: The Education Alliance at Brown University.
Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87, 35-41.
Cristea, S. L., & Fărcaşiu, M. (2015). Investigating Romanian EFL students’ perceptions regarding the effectiveness of vocabulary activities. Procedia-Social and Behavioral Sciences, 191, 1403-1407.
Demski, J., (2012). This time It's personal. THE Journal, 39, 32-36.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The modern language journal, 89(2), 206-220.
Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering.Computers & education, 49(3), 873-890.
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.
Gardner, R. C., & MacIntyre, P. D. (1992). A student's contributions to second language learning. Part I: Cognitive variables. Language teaching, 25(4), 211-220.
Green, H., Facer, K. & Rudd, T. (2011). Personalisation and digital technologies. Retrieved from http://www.maximiseict.co.uk/Personalisation_Report.pdf on 8 April 2013.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional flow scale-2. Computers in Human Behavior, 40, 133-143.
Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2015). The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning.Interactive Learning Environments, 23(2), 172-190.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37-52.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.
Julian, J. W., & Perry, F. A. (1967). Cooperation contrasted with intra-group and inter-group competition. Sociometry, 30(1), 79-90.
Kirkcaldy, B. D., Trimpop, R. M., & Williams, S. (2002). Occupational stress and health outcome among British and German managers. Journal of Managerial Psychology, 17(6), 491-505.
Kinzie, M. B., & Joseph, D. R. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Educational Technology Research and Development, 56(5-6), 643-663.
Ke, F. (2008). Alternative goal structures for computer game-based learning.International Journal of Computer-Supported Collaborative Learning, 3(4), 429-445.
Li, L., & MacGregor, L. J. (2010). Investigating the receptive vocabulary size of university-level Chinese learners of English: how suitable is the vocabulary levels test?. Language and Education, 24(3), 239-249.
Liu, G. Z. (2005). The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal, 36(2), 211-221.
Lazarus, R. S. (1991). Psychological stress in the workplace. Journal of Social Behavior & Personality, 6, 1-13
LePine, J. A., LePine, M. A., & Jackson, C. L. (2004). Challenge and hindrance stress: relationships with exhaustion, motivation to learn, and learning performance. Journal of Applied Psychology, 89(5), 883.
Lyon, G., & Krasnegor, N. A. (1996). Attention, memory, and executive function. Paul H Brookes Publishing.
Lee, Y. Y., Cheon, J., & Key, S. (2008, March). Learners’ perceptions of video games for second/foreign language learning. In Society for Information Technology & Teacher Education International Conference (Vol. 2008, No. 1, pp. 1733-1738).
Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
Malone, T. W. (1980). What Makes Things Fun to Learn?: A Study of Intrinsically Motivating Computer Games: Xerox, Palo Alto Research Center.
MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75(3), 296-304.
Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(4), 377-390.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum.
Mohamad, B. A. (2009). Sistem penghasilan bahan pembelajaran peribadi berasaskan kecerdasan pelbagai dalam persekitaran web. Unpublished Ph. D, Universiti Teknologi Malaysia, Skudai, Johor.
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202-214
Nelson, D. L., & Quick, J. C. (1985). Professional women: Are distress and disease inevitable?. Academy of Management Review, 10(2), 206-218.
Oxford, R. (1990). Language learning strategies: What ever teacher should know.
O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Park, H., & Lee, A. R. (2005). L2 learners’ anxiety, self-confidence and oral performance. In 10th Conference of Pan-Pacific Association of Applied Linguistics, Edinburgh University, conference proceedings (pp. 197-208).
Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. Advances in Motivation and Achievement, 7, 371-402.
Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill.
Procci, K., Singer, A. R., Levy, K. R., & Bowers, C. (2012). Measuring the flow experience of gamers: An evaluation of the DFS-2. Computers in Human Behavior, 28(6), 2306-2312.
Qashoa, S. H. H. (2014). English writing anxiety: Alleviating strategies.Procedia-Social and Behavioral Sciences, 136, 59-65.
Rensink, R. A. (2002). Change detection. Annual review of psychology, 53(1), 245-277.
Read, J. (2004). 7. Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146-161.
Regueras, L. M., Verdú, E., Muňoz, M. F., Pérez, M., De Castro, J. P., & Verdú, M. J. (2009). Effects of competitive e-learning tools on higher education students: a case study. Education, IEEE Transactions on, 52(2), 279-285.
Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970). Manual for the state-trait anxiety inventory: Palo Alto: Consulting Psychologists Press.
Shin, N. (2006). Online learner’s ‘flow’ experience: An empirical study.British Journal of Educational Technology, 37(5), 705-720. doi: 10.1111/j.1467-8535.2006.00641.x
Smith, G. G., Li, M., Drobisz, J., Park, H. R., Kim, D., & Smith, S. D. (2013). Play games or study? Computer games in eBooks to learn English vocabulary.Computers & Education, 69, 274-286.
Sandberg, J., Maris, M., & Hoogendoorn, P. (2014). The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning. Computers & Education, 76, 119-130.
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: reactions to tests. Journal of personality and social psychology, 46(4), 929.
Sabourin, J. L., & Lester, J. C. (2014). Affect and engagement in game-based learning environments. Affective Computing, IEEE Transactions on,5(1), 45-56.
Selye, H. (1956). The stress of life.New York : McGraw-Hill.
Sahabudin, N. A., & Ali, M. B. (2013). Personalized learning and learning style among upper secondary school students. Procedia-Social and Behavioral Sciences, 103, 710-716.
Salahli, M. A., Ozdemir, M., & Yasar, C. (2012). Building a fuzzy knowledge management system for personalized e-learning. Procedia-Social and Behavioral Sciences, 46, 1978-1982.
Shahriarpour, N. (2014). On the effect of playing digital games on Iranian intermediate EFL learners’ motivation toward learning English vocabularies.Procedia-Social and Behavioral Sciences, 98, 1738-1743.
Schell, J. (2014). The art of game design: A book of lenses. CRC Press.
Tosun, S. (2015). The effects of blended learning on EFL students’ vocabulary enhancement. Procedia-Social and Behavioral Sciences, 199, 641-647.
Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital gamebased learning. Journal of Educational Technology & Society, 15(3), 240-250.
Van Harmelen, M. (2008). Design trajectories: four experiments in PLE implementation. Interactive Learning Environments, 16(1), 35-46.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Woodrow, L. (2005). The challenge of measuring language learning strategies.Foreign Language Annals, 38(1), 90.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Wang, C. C., & Hsu, M. C. (2014). An exploratory study using inexpensive electroencephalography (EEG) to understand flow experience in computer-based instruction. Information & Management, 51(7), 912-923.
Wu, T. T., Huang, Y. M., Chao, H. C., & Park, J. H. (2014). Personlized english reading sequencing based on learning portfolio analysis. Information Sciences,257, 248-263.
Wilkins, D. A. (1972). Linguistics in language teaching. E. Arnold, 1973.
Young, S. S. C., & Wang, Y. H. (2014). The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239-251.
Yu, F. Y., Chang, L. J., Liu, Y. H., & Chan, T. W. (2002). Learning preferences towards computerised competitive modes. Journal of Computer Assisted Learning, 18(3), 341-350.
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational media international,43(3), 233-249.
電子全文 Fulltext
本電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。
論文使用權限 Thesis access permission:自定論文開放時間 user define
開放時間 Available:
校內 Campus: 已公開 available
校外 Off-campus: 已公開 available


紙本論文 Printed copies
紙本論文的公開資訊在102學年度以後相對較為完整。如果需要查詢101學年度以前的紙本論文公開資訊,請聯繫圖資處紙本論文服務櫃台。如有不便之處敬請見諒。
開放時間 available 已公開 available

QR Code