遊戲在美國高中初級華語詞彙教學中的應用——以 Gimkit 為例

Abstract

本研究旨在探討以 Gimkit 爲例的，數位遊戲化學習工具應用於美國高中初級華語教學中，對學生詞彙記憶表現、學習動機與學習焦慮的影響。研究對象為美國東北部一所公立高中的 10 名第三年華語學生，華語程度約為 ACTFL Intermediate Low 至 Intermediate Mid。研究為期四週，核心教學內容選自美國波士頓出版的《Go Far With Chinese》第一冊，第十三課第一節，主題聚焦於「事件時間順序與重複行為」之表達。實驗課程設計共涵蓋21個關鍵詞彙，包含教材課文中出現的10個基本詞彙（如學科名詞與語序副詞），以及研究者依據學習需求補充的11個拓展詞彙，旨在幫助學生從課文語言延伸至真實校園場景。Gimkit 為本研究所採用的主要數位學習平台 Gimkit，其特色包括：提供個別學生作答正誤統計、詞彙整體掌握度與即時學習數據，有助於教師進行教學診斷與教學調整；平台具備多種遊戲模式，支援個人與小組參與，符合自我決定理論中「自主性」與「互動性」之教學原則；此外，根據學生回饋，他們普遍偏好 Gimkit 相較於其他平台（如 Quizlet 或 Kahoot！等），顯示其在初級語言學習者中的高接受度與使用意願。本研究採用混合研究設計，資料蒐集包含三次紙筆測驗、三次問卷調查、五次 Gimkit 系統學習數據，以及學生訪談與教學觀察等質性紀錄。量化分析結果顯示：學生在詞彙記憶測驗中的表現與 Gimkit 遊戲正確率皆隨時間顯著提升；學習動機在實驗後期明顯回升；學習焦慮則隨課程進行逐步下降。質性資料則呈現出學生在遊戲過程中逐漸建立記憶策略、主動修正錯誤，以及對語序副詞等難點詞彙產生深度理解與應用意願。教師觀察亦指出學生從初期嘗試到後期熱切參與的態度轉變，展現出遊戲化學習對課堂氛圍與學習行為的正向促進作用。綜合量化與質性資料分析結果，顯示 Gimkit 遊戲化學習工具不僅能提升初級華語學習者的詞彙掌握能力，亦有助於強化學習動機與降低學習焦慮。本研究成果對未來數位遊戲化工具於語言課程設計、教學實施與學習成效評估方面，提供具體可行的實務建議與研究參考。

This study explores the impact of digital gamified learning tools, with Gimkit as a case example, on vocabulary retention, learning motivation, and learning anxiety in beginner-level Chinese instruction at an American high school. The participants were ten third-year Chinese learners from a public high school in the northeastern United States, whose proficiency ranged from ACTFL Intermediate Low to Intermediate Mid. The four-week instructional intervention was based on Section 1 of Chapter 13 in Go Far with Chinese (Vol. 1), a textbook published in Boston. The core lesson focused on expressing temporal order and repeated actions. The experimental curriculum incorporated 21 key vocabulary items, including ten basic terms drawn from the textbook (subject names and sequential adverbs) and eleven supplementary words selected by the researcher to support students in extending their language use beyond the textbook to real-world school contexts.Gimkit was selected as the primary digital learning platform due to three distinctive features: (1) it provides detailed real-time performance data, including each student’s accuracy per word and overall class mastery, which supports instructional diagnosis and adaptive planning; (2) it offers diverse game modes for both individual and group participation, aligning with the principles of autonomy and relatedness in Self-Determination Theory; and (3) students consistently expressed a strong preference for Gimkit over other platforms such as Quizlet or Kahoot, indicating high acceptance and willingness to engage.A mixed-methods research design was adopted. Data collection included three vocabulary tests, three attitudinal surveys, five sets of system-generated Gimkit records, student interviews, and classroom observations. Quantitative analysis revealed that students’ vocabulary test scores and Gimkit accuracy rates improved significantly over time. Their motivation increased noticeably during the latter part of the intervention, while their anxiety levels gradually declined. Qualitative findings showed that students developed memory strategies, actively corrected mistakes, and demonstrated deeper understanding and willingness to apply challenging vocabulary such as sequential adverbs. Teacher observations further confirmed a shift from initial trial-and-error behavior to enthusiastic engagement, highlighting the positive influence of gamification on classroom climate and learning behavior.In sum, both quantitative and qualitative findings suggest that Gimkit not only enhanced vocabulary acquisition among beginning Chinese learners but also contributed to increased motivation and reduced anxiety. The results offer concrete insights and practical guidance for future curriculum design, instructional implementation, and assessment involving digital gamified tools in language education.