| 摘要: | 先前研究證實採用寓教於樂的數位遊戲式學習方式，會比用傳統學習方式更能有效地增進英語學習成效並提升學習動機。此外，學習者的個體差異例如性別等因素，也會影響學習成效。然而，先前研究對象大多針對國小和大學學生，對於國中學生英語教學的研究相對較少，並且較少探討性別因素對學習成效的影響。因此，本研究將數位遊戲式學習應用於國中英語教學中，探討不同學習環境（數位遊戲式學習和傳統紙本學習）對英語學習成效、英語小考成績和英語學習動機的影響。同時，本研究進一步探討在數位遊戲式學習中，性別差異對語文領域學習成效、英語小考成績、英語學習動機、遊戲成效和學習感知的影響。
本研究以桃園市某國中九年級學生共55位為問卷調查對象，並分成兩個不同學習環境組別，一個班級共 27 名學生作為實驗組，另一個班級共 28 名學生作為對照組。實驗組與對照組中，再區分以不同性別(男生組、女生組)進行實驗設計。使用測驗、小考、問卷、遊戲歷程檔案佐以學生考試成績進行量化分析。連續進行五周實驗，每周先進行課程子單元教學後，對照組採用傳統紙本學習，實驗組操作 PaGamO 系統進行學習。資料分析包含成對樣本 t 檢定、獨立樣本 t 檢定等方法。主要研究結果如下:
(1)學習成效：在不同學習環境下，無論是實驗組（遊戲式學習）還是對照組（傳統教學），學生的英語學習成效都有所提升，尤其在英語文法方面，實驗組學生的進步幅度高於對照組；(2)小考成績：在多次小考中，實驗組學生的成績普遍高於對照組，顯示遊戲式學習在提升學習成效方面的有效性；(3)學習動機：實驗組學生的英語學習動機在學習期末顯著高於學習期初，而對照組學生則無明顯變化。這表明遊戲式學習可能更能激發學生的學習動機；(4)性別差異與學習成效：在英語學習成效上，男女生之間無顯著差異，暗示遊戲式學習對不同性別學生均有效；(5)性別差異與小考成績：在小考成績，男女生之間的成績沒有顯著差異，進一步印證遊戲式學習對不同性別的學生均有效；(6)性別差異與學習動機：在學習動機方面，男女生間亦無明顯差異，顯示遊戲式學習能平等地吸引和激勵不同性別的學生；(7)性別差異與遊戲成效：對於遊戲成效之影響，無論是PaGamO解題數量、PaGamO領土數量，男生組與女生組組間並無顯著差異；(8)性別差異與學習感知：對PaGamO的學習感知而言，男生組和女生組的學習感知並無顯著差異。
本研究證明，遊戲式學習系統結合英語課程能顯著提升國中學生的英語學習成效與動機，且驗證不同性別之差異。研究結果凸顯運用遊戲化策略於教育中的重要性，尤其是在提升學生的學習動機與成效上。不同於以往多聚焦於大學生或國小生的研究，本研究聚焦於國中九年級學生的英語學習，將數位遊戲式學習應用於英語語文課程，為本研究的一大學術貢獻。此外，本研究不僅比較傳統學習與數位遊戲式學習的差異，更深入探討性別如何影響英語數位遊戲式學習的成效，同時考慮多種變因，包括學生的英語學習成效、小考成績、學習動機、遊戲成效以及對英語學習的感知等，全面驗證數位遊戲式學習的有效性。這些深入分析和多角度考量，為英語教育領域帶來了新的學術洞見，是本研究的另一學術貢獻。
;Previous studies have confirmed that adopting digital game-based learning (DGBL) methods is more effective in enhancing English learning outcomes and increasing learning motivation compared to traditional learning methods. Additionally, individual differences among learners, such as gender, can also affect learning outcomes. However, most previous research focused on elementary and university students, with relatively few studies on junior high school students′ English learning, and even fewer exploring the impact of gender on learning outcomes. Therefore, this study applies DGBL to junior high school English teaching to explore the effects of different learning environments (DGBL and traditional paper-based learning) on English learning outcomes, English quiz scores, and English learning motivation. Furthermore, this study investigates the impact of gender differences on learning outcomes, quiz scores, learning motivation, game effectiveness, and learning perception within the DGBL context.
This study involved 55 Ninth-Grade students from a junior high school in Taoyuan City as survey respondents, divided into two different learning environment groups: an experimental group with 27 students and a control group with 28 students. Both groups were further divided by gender (male group and female group) for experimental design. The study used tests, quizzes, questionnaires, game logs, and student exam scores for quantitative analysis. The experiment was conducted over four consecutive weeks, with each week including a subunit of course teaching followed by traditional paper-based learning for the control group and learning through the PaGamO system for the experimental group. Data analysis methods included paired sample t-tests and independent sample t-tests. The main research results are as follows:
(1)Learning Outcomes: In different learning environments, both the experimental group (game-based learning) and the control group (traditional teaching) showed improvements in English learning outcomes, with the experimental group showing greater improvement, especially in English grammar;(2)Quiz Scores: In multiple quizzes, the experimental group consistently scored higher than the control group, demonstrating the effectiveness of game-based learning in improving learning outcomes;(3)Learning Motivation: The experimental group′s English learning motivation significantly increased from the beginning to the end of the learning period, while the control group showed no significant change. This indicates that game-based learning may better stimulate students′ learning motivation;(4)Gender Differences and Learning Outcomes: There was no significant difference in English learning outcomes between male and female students, suggesting that game-based learning is effective for students of different genders;(5)Gender Differences and Quiz Scores: There was no significant difference in quiz scores between male and female students, further confirming the effectiveness of game-based learning for students of different genders;(6)Gender Differences and Learning Motivation: There was no significant difference in learning motivation between male and female students, indicating that game-based learning can equally attract and motivate students of different genders;(7)Gender Differences and Game Effectiveness: There was no significant difference between male and female students in terms of the number of questions answered or the number of territories acquired in PaGamO;(8)Gender Differences and Learning Perception: There was no significant difference in learning perception of PaGamO between male and female students.
This study demonstrates that integrating a game-based learning system with English courses can significantly enhance junior high school students′ English learning outcomes and motivation, validating gender differences. The results highlight the importance of using gamification strategies in education, particularly in enhancing students′ learning motivation and outcomes. Unlike previous research that often focused on university or elementary students, this study focuses on the English learning of third-year junior high students, applying DGBL to English language courses, which is a major academic contribution of this study. Additionally, this study not only compares the differences between traditional learning and DGBL but also delves into how gender affects the effectiveness of English DGBL, considering various factors such as students′ English learning outcomes, quiz scores, learning motivation, game effectiveness, and perception of English learning. These in-depth analyses and multifaceted considerations bring new academic insights to the field of English education, representing another academic contribution of this study. |
