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    Title: 不同設計元素之遊戲式英文單字學習APP在學習成效、情緒及注意力之影響研究
    Effects of Design Factors of Game-based English Vocabulary Learning APP on Learning Performance, Emotion, and Attention
    Authors: 曹鼎
    Cao, Ding
    Contributors: 陳志銘
    Chen, Chih Ming
    Cao, Ding
    Keywords: 英語字彙學習
    English vocabulary learning
    game-based learning
    mobile APP
    game design factor
    learning performance
    sustained attention
    Date: 2016
    Issue Date: 2016-07-01 15:10:03 (UTC+8)
    Abstract: 遊戲式學習已被證實能夠有效提升學習者的學習成效,而遊戲的愉悅度是否設計得越強烈,對學習成效越有幫助,是個值得探索的問題。此外,遊戲過程中,有哪些遊戲設計要素能夠影響學習成效,同時讓學習者在遊戲中亦能夠感到趣味性,進而達到學習目標,值得我們關切。再者,學習的專注力及情緒在學習型遊戲設計中,也是必須納入考量的面向。因此,本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP,對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。
    Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively.
    A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs.
    In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.
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    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0103913023
    Data Type: thesis
    Appears in Collections:[圖書資訊與檔案學研究所] 學位論文

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