筆順遊戲對漢字學習的效用： 以尼加拉瓜華語學習者為例

Abstract

本研究目的在探討筆順遊戲軟體融入華語教學課堂後，遊戲中學習者的筆順遊戲焦慮、遊戲興趣、遊戲價值與自信心的相關性為何。本研究採用準實驗研究法，以尼加拉瓜你好華語文中心共50位學習者為研究對象，在華語教學課堂中，先採用講述式教學解釋漢字結構及筆順，並在課堂中介紹筆順遊戲的操作方式，使參與者能在家自行練習，透過軟體的自動回饋系統，教師可了解參與者的練習狀況。 此研究基礎在透過「多媒體認知學習理論」及「情緒的控制價值理論」之下，使用「筆順遊戲」軟體融入華語教學後，探討其學習價值。為達此研究目的，透過文獻探討方式，匯整有關漢字筆順與結構、遊戲焦慮、遊戲興趣、遊戲學習價值及自信心等相關研究，並針對使用「筆順遊戲軟體」的參與者進行問卷調查，共計發放50份問卷，回收有效問卷41份，有效回收問卷比例為82%。 經由SPSS 23.0統計分析，對問卷進行時間序列分析，研究結果顯示，筆順遊戲有效降低書寫漢字的焦慮、提升書寫漢字的興趣、有效提升遊戲學習的價值及有效提升漢字書寫自信心。由此可見，筆順遊戲是可以融入漢字教學的一種良好工具，學習者能不僅能有效建立漢字結構及筆順知識，更能提高教學效率。

The purpose of this study is to investigate students' learning anxiety, gameplay interest, learning value, and self-confidence enhancement in Chinese classes after the integration a Stroke Order Game (SOG) developed by Digital Game-based Learning Lab of National Taiwan Normal University. This study adopts an experimental research method and uses a total of 50 students from NiHao Academia de Chino Mandarin, a Language Center in Nicaragua as the research subjects. In the Chinese class, the Chinese character structures and stroke orders are explained through lecturing, and the playing operation of SOG is introduced in the classroom so that the participants can practice at home. In paraticing, the missed pre-stroke (not in right sequence) students made were recorded and show “red” stroke to prompt their awarenss. Through the data collection from the administrative platform which teachers can understand how participants engaged with the practices. This research is based on" Cognitive-affective theory of multimedia learning " and " Control-value theory of achievement emotion ", intergrating " Stroke Order Game " software into Chinese language teaching to explore gameplay anxiety, game interest, game learning value and self-confidence enhancement in three time practice. Moreover, the study collected questionnaires from participants who have used " Stroke Order Game " software. A total of 50 questionnaires were distributed and 41 valid questionnaires were returned.The ratio of valid questionnaires was 82%. Using the statistical analysis of SPSS 23.0 to analyze time series of the learning effects, the results show that Stroks Order game is effective in reducing anxiety in writing Chinese characters, and increasing interest in playing, the value of the game increased, and self-confidence enhanced in writing Chinese characters. It can be concluded that Strokes Order game is a good tool to be integrated into the Chinese character teaching to help teachers to improve the teaching efficiency.