線上社交遊戲策略對國小學生英語單字學習之影響
Abstract
研究旨在設計一款以國小學生為使用對象名為「Voca」的社交型英文單字學習遊戲，並檢測學生使用該遊戲的學習成效、學習態度、遊戲行為與學習成效的相關性，並評估遊戲系統的可用性。
參與者為新北市某國小五年級學生共58名，研究採準實驗設計，實驗組為30位使用社交遊戲Voca學習英語單字的學生，控制組為28位使用線上英文單字學習軟體的學生。以前後測檢證學生的學習成效；以問卷的數據結果歸納學生的學習態度及遊戲系統的可用性；以資料庫資料歸納學生的遊戲行為與學習成效的相關。
研究發現，使用Voca社交型學習遊戲及線上學習軟體的學生在學習成效上皆有顯著的進步，前者的平均進步分數較後者為高，但是兩組間並沒有顯著差異。整體而言，Voca遊戲系統具可用性，學生對利用Voca系統進行學習英語單字持正向態度。此外學生的前測成績與部分遊戲行為有顯著正相關。
The purpose of this research was to design an online social vocabulary game named “Voca” for elementary school students, to examine the effects of students’ English vocabulary learning performance and attitude of using the game system. The relationships of gaming behaviors and vocabulary performance were also analyzed. Quasi-experiment design was implemented. A class with 30 students was assigned as the experimental group and the other class with 28 students as the control group. The experimental group used online social game Voca, and the control group used online English vocabulary learning software. Data sources included a pretest and a posttest of students’ English vocabulary level, a student attitude survey and game database’s data. The results indicated that students’ performance using game Voca were not better than student performance using online learning software. Student attitude survey indicated the majority of students have positive attitudes toward using the game Voca to learn English vocabulary, and show that game Voca is a usable game system. In addition, pretest has positive correlation on some of the gaming behaviors.
The purpose of this research was to design an online social vocabulary game named “Voca” for elementary school students, to examine the effects of students’ English vocabulary learning performance and attitude of using the game system. The relationships of gaming behaviors and vocabulary performance were also analyzed. Quasi-experiment design was implemented. A class with 30 students was assigned as the experimental group and the other class with 28 students as the control group. The experimental group used online social game Voca, and the control group used online English vocabulary learning software. Data sources included a pretest and a posttest of students’ English vocabulary level, a student attitude survey and game database’s data. The results indicated that students’ performance using game Voca were not better than student performance using online learning software. Student attitude survey indicated the majority of students have positive attitudes toward using the game Voca to learn English vocabulary, and show that game Voca is a usable game system. In addition, pretest has positive correlation on some of the gaming behaviors.
Description
Keywords
英文單字, 社交型英語單字學習遊戲, 遊戲行為, online social vocabulary game, Voca, gaming behavior