遊戲化英文教學活動對高中生學習成效之研究

Abstract

本研究旨在探討遊戲化英文課程對高中生學習成效、學習動機、心流狀態、小組合作學習觀點及學習焦慮的影響。研究採準實驗設計，共有69位參與者，分為接受遊戲化教學的實驗組，以及接受傳統講授式教學的控制組。實驗組學生評估工具包括：「學習成效量表」、「ARCS學習動機量表」、「心流狀態量表」、「合作溝通量表」與「學習者焦慮量表」。此外，透過iPad紀錄學生的學習行為，並以行為序列分析法探討實驗組學生的互動與學習過程。控制組則僅使用「學習成效量表」與「ARCS學習動機量表」進行評估。研究結果顯示，在實驗組中，遊戲化學習活動顯著提升了學生的學習成效與學習動機，表現優於控制組。此外，實驗組學生進入更高的心流狀態，提升了小組合作學習，並顯著降低了學習焦慮。研究亦發現，心流狀態、學習成效、學習動機與小組合作學習，之間呈現高度正相關，而心流狀態與學習焦慮之間則呈現負相關。處於高心流狀態的學生，通常具備更高的動機與協作參與，進而能發展出更高層次的認知討論與解決學習挑戰的能力。行為模式分析顯示，在遊戲化鷹架支持下（如同儕討論、教師引導及科技工具），學生透過不斷提問來獲得獎勵，積極參與基礎與進階討論。這種現象在傳統教學中較少見。在合作互動中獲得正向回饋時，學生能展現更深入的思維與解題能力。即使學生回答錯誤，仍持續投入進階討論。科技平台亦進一步提升了學生在學習效率與參與度上的表現，特別是在同儕回饋活動中更為明顯。本研究提供了多項實用建議，有助於教師提升學生的學習表現，例如：將遊戲化學習融入日常教學、使用獎勵機制、結合認知與同儕鷹架、善用科技工具、理解學習者差異，並鼓勵學生持續提問與參與各層次的討論。這些策略皆有助於提升學習動機與合作能力，並培養批判性思維。然而，本研究亦存在若干限制。遊戲化活動僅實施四次課程，內容集中於單一課文（B3L8），顯示未來有把研究時間拉長的必要。雖觀察到正向行為，但若要深入探究學生的情感與動機反應，仍需透過訪談方式。課堂管理方面，例如部分小組討論出現偏離主題的對話，可透過明確的時間規劃與活動結構加以改善。同時，在同儕回饋與教師即時指導之間取得平衡，亦是未來課程設計中不可忽視的重要議題。這些因素對於未來優化教學策略至關重要。This study aimed to explore the influence of a gamified English course on senior high school students’ learning effectiveness, motivation, flow state, perception of collaborative discussion, and learning anxiety. A quasi-experimental design was adopted with 69 participants, divided into an experimental group in gamified instruction and a control group in traditional lecture-based instruction. The experimental group was evaluated with the “Learning Effectiveness Scale”, “ARCS Learning Motivation Scale”, “Flow State Scale”, “Collaborative Communication Scale”, and “Learners’ Anxiety Scale.” Additionally, students’ learning behaviors were recorded via iPads and analyzed through Behavior Sequential Analysis to explore interaction and learning processes. The control group was assessed with only the “Learning Effectiveness Scale” and “ARCS Motivation Scales.”Findings revealed that in the experimental group, the gamified learning activities significantly enhanced students’ learning effectiveness and motivation compared to the control group. Furthermore, students in the experimental group experienced a higher flow state, more positive perceptions of collaborative discussion, and lower levels of learners’ anxiety.The strong correlations were found among flow state, learning effectiveness, learning motivation, and perception of collaborative discussion but a negative correlation was observed between flow state and learners’ anxiety. Students in the high-flow group with greater motivation and perception of collaborative discussions could develop advanced cognitive discussions and deal with learning challenges.Behavioral pattern analysis showed that with gamified scaffolding such as peer discussion, teacher guidance, and technological tools, students get involved in both basic and advanced discussions by raising questions to earn rewards. This phenomenon was less common in traditional classrooms. Positive feedback during collaboration developed deeper thinking and problem-solving. Even when students gave incorrect answers, they continued participating in advanced discussions. Technological platforms further enhanced their learning efficiency and engagement, especially in peer review tasks.This study offered several valuable insights for educators to enhance their learning performance, such as integrating gamified learning into daily instruction, using of a reward-based system, combining cognitive scaffolding with peer scaffolding, being supported by technological tools, understanding learner differences and encouraging students to ask questions continuously and to participate in both basic and advanced discussions, all of which could be found to improve both motivation and collaboration and develop critical thinking skills.However, this study faced several limitations. The gamified activities were limited to four sessions with one lesson (B3L8), which suggested the need for extended future studies. While positive behaviors were observed, deeper emotion and motivation could be achieved through the way of interviews. Classroom management issues, such as the off-task conversations, could be solved with clear timing and structured activities. The need to balance peer review and teacher’s direct guidance is crucial. These factors are crucial to refine instructional strategies in future research.