謝吉隆Hsieh, Ji-Lung涂芸芳Tu, Yun-Fang2019-08-28不公開2019-08-282015http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0001153104%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88955　　本研究旨在探討數位遊戲融入華語文教學活動之相關研究，以「遊戲學華語II」融入華語文教與學為研究範疇。本研究以整合性科技接受模式加入認知愉悅性，並透過問卷調查、量化分析及訪談資料的輔助，以整合性科技接受模式來預測影響因素及接受情形，同時針對華語文教師與學習者在性別、年齡、經驗等變數的調節下，探討影響因素的差異情況。 　　根據上述，臚列研究結果如下，並根據本研究結論，提供未來研究與研究的參考依據。 一、華語文教師：「績效期望」、「努力期望」、「社會影響」、「促成條件」、「認知愉悅性」都是正面影響教師「行為意圖」的重要因素。「行為意圖」是正面影響教師「實際使用行為」的重要因素。如果考量調節變數的影響，「性別」變數上會影響「促成條件」構面對「實際使用行為」，「年齡」變數上會影響「促成條件」構面對「行為意圖」與「實際使用行為」，而「教學年資」變數則對所有構面沒有顯著影響。「數位遊戲經驗」、「數位遊戲融入華語教學經驗」變數上會影響「績效期望」構面對「行為意圖」。 二、華語文學習者：「績效期望」、「努力期望」、「社會影響」、「促成條件」、「認知愉悅性」都是正面影響學習者「行為意圖」的重要因素。「促成條件」與「行為意圖」都是正面影響學習者「實際使用行為」的重要因素。如果考量調節變數的影響，「性別」變數上會影響「績效期望」構面對「行為意圖」，而「年齡」變數則對所有構面沒有顯著影響。「數位遊戲經驗」變數上會影響「促成條件」構面對「行為意圖」與「實際使用行為」。「數位遊戲融入華語學習經驗」變數上會影響「努力期望」構面對「行為意圖」。The purpose of this thesis is to analyze the connection of using "Fun Chinese in Taiwan with Santaizi" for teaching and learning Chinese as a foreign language. My study incorporates "perceived playfulness" into "Unified Theory of Acceptance and Use of Technology" (UTAUT). Questionnaires were utilized to collect the participants’ intentions of using video games for teaching and learning Chinese. The data were then analyzed qualitatively based on the UTAUT model to realize factors that affect participants’ acceptance. In order to gain more insightful viewpoints, four teachers were interviewed. The participants’ background information such as genders, ages, and experiences were collected, analyzed, and compared to realize their impact on mediating the influence of their willingness on their use of video games as teaching and learning Chinese. The results of the study are as follows: 一、Chinese Language Teacher The results shown that "performance expectancy", "effort expectancy", "social influence ", "facilitating conditions" and "perceived playfulness" are critical positive factors to "behavioral intention''. In addition, "behavioral intentions" are crucial positive factors to "use behaviour''. When moderator variables are considered, "gender" impacts on "facilitating conditions" affects the "use behaviour". "Age" impacts on" facilitating conditions" affects the” behavioral intention” and the "use behaviour", however, "teaching experience" is not significant in any dimensions. "Digital gaming experience" and "digital game-based learning experience" impact on" performance expectancy "affects the" behavioral intention". 二、Learners of Chinese as a Second Language The results shown that "performance expectancy", "effort expectancy", "social influence", "facilitating conditions" and "perceived playfulness" are critical positive factors to "behavioral intention''. In addition, "facilitating conditions" and "behavioral intentions" are crucial positive factors to "use behaviour''. When moderator variables are considered, "gender" impacts on "performance expectancy" affects the "behavioral intention". "Digital gaming experience" impacts on "facilitating conditions" affects the "behavioral intention" and the "use behaviour". "Digital game-based learning experience" impact on "effort expectancy" affects the "behavioral intention", however, "Age" is not significant in any dimensions. The results showed that the UTAUT model fits the data well. According to the conclusions, the researcher hopes to provide the references for further study and research.華語文教學數位遊戲式學習認知愉悅性整合性科技接受模式「遊戲學華語II」Teaching Chinese as a Second LanguageGame-Based LearningPerceived PlayfulnessUnified Theory of Acceptance and Use of Technology (UTAUT)"Fun with Chinese Learning II""Fun Chinese in Taiwan with Santaizi"