以超市商品猜猜看App探討學習者的英語詞彙學習：遠距聯想能力之遊戲興趣、遊戲焦慮、心流體驗與學習成效之相關研究

Abstract

本研究以數位遊戲式學習作為基礎，旨在探討學習者在操作「超市商品猜猜看」app，學習英語詞彙的過程中，其「遠距聯想能力」、「遊戲興趣」、「遊戲焦慮」、「心流體驗」與「學習成效」之間的關係。研究工具為「超市商品猜猜看」英語詞彙學習app、特定詞彙認知能力測驗前、後測、遠距聯想創造測以及研究問卷量表。本研究採準實驗研究法及問卷調查法，研究對象為臺北市兩所公立國民小學的五年級學生。在操作「超市商品猜猜看」app前、後，進行特定詞彙認知能力的前測與後測，以了解學習者的學習成效。在教學結束後，請學生填寫問卷量表，以收集學習者的遊戲興趣、遊戲焦慮及心流體驗數據。有效樣本數為 243 份。資料分析方法包括描述性分析、信度與效度分析、AMOS 29 進行結構方程模型分析、獨立樣本t檢定、單因子變異數分析。得出以下結果：一、 學童的遠距聯想能力對於遊戲興趣呈現正相關二、 學童的遠距聯想能力對於遊戲焦慮呈現負相關三、 遊戲興趣與對於心流體驗呈現正相關四、 遊戲焦慮與對於心流體驗呈現負相關五、 心流體驗對於學習成效呈現正相關The purpose of this study was to investigate the relationships among “remote association ability,” “game interest,” “game anxiety,” “flow experience,” and “learning effectiveness” based on digital game-based learning as learners engage with the “Supermarket Guessing” application to learn English vocabularies. The instruments utilized in this study included the"Supermarket Guessing" for English vocabulary learning app, specific pre-tests and post-tests, Chinese Word Remote Associates Test-Children version (CWRAT-C), and a questionnaire in relation to “game interest,” “game anxiety,” and “flow experience”. The research employed a quasi-experimental design along with a questionnaire survey, targeting 5th grade students from two elementary schools in Taipei City. Pre-tests and post-tests of English vocabulary were administered before and after usingthe “Supermarket Guessing” application to assess learning effectiveness. At the conclusion of the instruction, students will be asked to complete questionnaires to gather data on their game interest, game anxiety, and flow experience. The valid samples are 243. Data analysis methods included descriptive statistics, reliability and validity analysis, AMOS 29 structural equation modeling, independent sample t-tests, and one-way analysis of variance, the results of this study indicated that:1. Remote association ability is positively related to game interest.2. Remote association ability is negatively related to game anxiety.3. Game interest is positively related to the flow experience.4. Game anxiety is negatively related to flow experience.5. Flow experience is positively related to learning effectiveness.