比較虛擬實境與電腦視覺小說遊戲對字彙學習之效應

Abstract

科技的進步為第二語言學習者帶來更多元的學習機會，在數位遊戲式學習領域中關於字彙學習的研究也隨之增加。其中，虛擬實境遊戲對語言學習的效益還有待探索，特別是在虛擬實境下的英語字彙學習，以及在教室中利用虛擬實境進行教學的可能性。因此，本研究比較第二語言學習者利用虛擬實境與電腦視覺小說遊戲學習字彙的成效，並進一步探討學習者對這兩種學習媒介的看法。 三十位新北市某高中的高三生參與此研究，並被隨機分配至虛擬實境組和電腦組。首先，兩組在體驗遊戲前都接受了單字翻譯及選擇題以測量他們對目標單字的先備知識。接著，虛擬實境組利用頭戴式裝置(Oculus Go)進行五十分鐘的視覺小說遊戲(Angels and Demigods)，而電腦組則進行五十分鐘同款遊戲的電腦版。為比較兩組字彙學習的情況，在體驗遊戲後兩組受試者都接受了單字後測、延後測，以及問卷，以了解他們對此學習方式的感想。 研究結果顯示兩組受試者在單字翻譯和選擇題都有比前測更好的表現。虛擬實境組的後測和延後測平均分數皆高於電腦組，但只有在單字翻譯的延後測呈現顯著。另外，本研究也發現圖片在虛擬實境的呈現下更有助於單字學習。最後，透過問卷可得知兩組受試者對虛擬視覺小說遊戲都有正面評價，並且願意將此做為英語字彙學習的工具。Research on vocabulary acquisition in digital-game based learning has been increasing over the years, with advancements in technology giving rise to numerous learning alternatives in second language acquisition. As virtual reality gaming offers new opportunities to explore its effectiveness in language learning, it is thus important to investigate the benefits of virtual reality on English vocabulary learning, as well as the potential in incorporating virtual reality to teaching practices in the classroom. Therefore, this study aimed to investigate the effect of VR and PC gaming on L2 learners’ vocabulary learning, as well as their affective perception. Thirty Grade 12 students studying at a senior high school in New Taipei City participated in this study and were randomly assigned to either the VR or PC group. The VR group played a Scifi VR visual novel game, Angels and Demigods, using the Oculus Go whereas the PC group played the same game in the PC version without the VR elements. The gaming session lasted for fifty minutes for both groups. A vocabulary translation and recognition pretest, posttest and delayed posttest were adopted to compare their performance, along with a questionnaire to probe on their perception towards their respective treatment. The results revealed that both the VR group and the PC group were able to gain vocabulary knowledge in both the translation and recognition tests. In comparison, the VR group demonstrated a higher mean score than the PC group, as well as reaching a significant level in the vocabulary translation delayed posttest. The findings also suggested that images that appeared in the game through VR mediation better facilitated vocabulary acquisition. Comments from the questionnaire showed that learners in both groups enjoyed playing the visual novel game and were willing to adopt it as a tool for learning vocabulary.