本研究旨在探討遊戲化介入對國小低年級學童英語字母書寫學習成效、心流及遊戲成效之影響，並進一步分析在遊戲化英語字母書寫學習環境中，不同先備能力與不同性別學童在上述三項依變項上之差異情形，以及學習成效、心流與遊戲成效之間的相關性。 本研究所設計之遊戲化英語字母書寫學習系統(Writing Alphabet)融入積分、排行榜、回饋機制、故事情節與提示功能等五項遊戲化元素，透過即時回饋、同儕競爭與鷹架支持，引導學習者依序完成四格故事、鷹架書寫與獨立書寫，逐步建立英語字母書寫能力。 本研究採準實驗研究法，以北部某國小三個低年級班級共91位學童為研究對象，排除資料不完整者後，有效樣本共71人，其中兩班為實驗組(49人)，一班為控制組(22人)。實驗組接受英語字母教學後使用遊戲化英語字母書寫學習系統Writing Alphabet進行學習，控制組接受英語字母教學後則使用學習單進行學習。研究內容涵蓋英語字母Aa至Ff之大小寫書寫、筆順、空間位置、熟悉與字母正確性面向，研究工具包含英語字母書寫學習成效測驗、修改自Pearce et al. (2005)之心流量表(含樂趣、專注、控制三個向度)，以及系統記錄檔(含累積練習次數與得到分數)。資料分析方法包含描述性統計、獨立樣本t檢定、成對樣本t檢定及Pearson相關性分析。 本研究之研究結果主要彙整以下數點：(1)實驗組在各項目(筆順、空間位置、熟悉、字母正確性及整體學習成效)均達顯著進步；控制組在各項目亦達顯著進步；然而，在組間進步分數之比較上，實驗組在所有項目之進步分數均顯著大於控制組，顯示遊戲化介入能產生更大幅度的學習成效提升。(2)實驗組在心流之樂趣向度上達顯著提升，控制組在各向度上則均無顯著差異；在組間後測比較中，實驗組之整體心流顯著優於控制組，顯示遊戲化環境有助於提升學習者的樂趣感與整體心流。(3)在遊戲化英語字母書寫學習環境中，高先備知識組與低先備知識組於所有項目及整體學習成效上均有顯著進步；兩組在後測表現相近，但在進步分數之比較上，低先備知識組在所有項目及整體進步分數均顯著大於高先備知識組，顯示遊戲化系統對低先備知識學習者具有更顯著的學習增益效果。(4)在遊戲化英語字母書寫學習環境中，高先備知識組在心流各向度均無顯著差異；低先備知識組則在控制向度與整體心流上呈現顯著提升；在組間進步分數比較上，低先備知識組在控制向度之提升顯著高於高先備知識組，顯示遊戲化系統較有助於促進低先備知識學習者之控制感與整體心流。(5)在遊戲化英語字母書寫學習環境中，高先備知識組在Aa與Dd字母項目之累積練習次數顯著多於低先備知識組，但在得分及其餘字母項目之遊戲成效上，兩組均無顯著差異。(6) 在遊戲化英語字母書寫學習環境中，無論男生或女生，於各項目及整體學習成效上均有顯著進步，且兩組在前測、後測及進步分數上均未達顯著差異，顯示遊戲化系統對不同性別學習者之書寫學習成效具有相同的助益效果。(7)在遊戲化英語字母書寫學習環境中，男生組在心流之樂趣向度達顯著提升，女生組在各向度均無顯著差異；然而，兩組在前測、後測及進步分數上均未達顯著差異，顯示性別對遊戲化學習環境中心流之整體影響程度相似。(8)在遊戲化英語字母書寫學習環境中，不同性別學習者在所有遊戲項目之累積練習次數與得到分數上均無顯著差異，顯示性別對遊戲成效不具差異性影響。(9)不論是不同學習環境、不同先備知識能力，或不同性別之分組條件下，學習成效、心流與遊戲成效各變項之間均未呈現統計上顯著相關，顯示在本研究情境中，遊戲化字母書寫學習中常見的心流與學習成效線性連動假設未獲驗證。 綜合而言，本研究結果顯示，遊戲化英語字母書寫學習系統之介入，對提升國小低年級學童之英語字母書寫學習成效與心流具有正向助益，尤其對低先備知識學習者之進步幅度更為顯著。建議未來教師可適切運用遊戲化設計，兼顧遊戲元素與書寫學習目標之平衡，以促進學童之基礎英語書寫能力發展。;This study aimed to investigate the effects of a gamified English alphabet handwriting learning system on lower elementary graders′ English alphabet handwriting learning performance， flow， and game performance. It further examined differences in learning performance， flow， and game performance among students with different levels of prior knowledge and different genders within the gamified learning environment， as well as the correlations among these three variables. The gamified English alphabet handwriting learning system (Writing Alphabet) developed in this study incorporated five gamification elements — points， leaderboards， feedback mechanisms， storylines， and scaffolding prompts — to guide learners through three sequential learning stages of four-panel comic stories， scaffolded handwriting practice， and independent handwriting practice via immediate feedback， peer competition， and scaffolded support， thereby progressively building students′ English alphabet handwriting ability. This study adopted a quasi-experimental research design. The participants were 91 lower-grade students from three intact classes at an elementary school in northern Taiwan. After excluding incomplete data， the final valid sample comprised 71 students. Two classes were assigned as the experimental group (n = 49)， while one class served as the control group (n = 22). The experimental group received English alphabet instruction followed by learning with the Writing Alphabet system， whereas the control group received the same instruction followed by worksheet-based practice. The instructional content covered uppercase and lowercase handwriting of English letters Aa through Ff， including stroke order， spatial position， familiarity， and letter accuracy. Data were collected through an English alphabet handwriting achievement test， a flow scale adapted from Pearce et al. (2005) comprising three dimensions — enjoyment， engagement， and control — and system log files recording cumulative practice attempts and earned scores. The data were analyzed using descriptive statistics， independent-samples t-tests， paired-samples t-tests， and Pearson correlation analysis. The major findings of this study are summarized as follows. (1) Both the experimental and control groups showed significant improvement in learning performance across all items; however， the experimental group′s gain scores were significantly greater than those of the control group across all items， indicating that gamification produced larger learning gains. (2) The experimental group showed significant improvement in the enjoyment dimension of flow， whereas the control group showed no significant change in any dimension; in the post-test group comparison， the experimental group′s overall flow was significantly higher than that of the control group， suggesting that the gamified environment enhanced learners′ sense of enjoyment and overall flow. (3) Within the gamified learning environment， both high and low prior knowledge groups showed significant improvement across all items and overall learning performance; although post-test scores were similar between groups， the low prior knowledge group′s gain scores were significantly greater across all items， indicating a more pronounced learning benefit for lower-prior-knowledge learners. (4) Within the gamified learning environment， the high prior knowledge group showed no significant change in any flow dimension， whereas the low prior knowledge group demonstrated significant improvement in the control dimension and overall flow; the low prior knowledge group′s gain in the control dimension was also significantly higher than that of the high prior knowledge group， suggesting that the gamified system was more effective in enhancing control and overall flow for lower-prior-knowledge learners. (5) Within the gamified learning environment， the high prior knowledge group had significantly more cumulative practice attempts than the low prior knowledge group in the Aa and Dd letter activities; however， no significant differences were found in earned scores or in game performance across the remaining letter activities. (6) Regardless of gender， all learners showed significant improvement across all learning performance items and overall achievement， with no significant differences between males and females in pre-test， post-test， or gain scores， indicating that the gamified system yielded equivalent learning benefits for learners of both genders. (7) Male learners showed significant improvement in the enjoyment dimension of flow， while female learners showed no significant change in any dimension; nevertheless， no significant differences between the two groups were found in pre-test， post-test， or gain scores， indicating that gender had a similar overall influence on flow within the gamified learning environment. (8) No significant gender differences were found in cumulative practice attempts or earned scores across all letter activities， indicating that gender had no differential effect on game performance. (9) Regardless of learning environment， prior knowledge level， or gender， no statistically significant correlations were found among learning performance， flow， and game performance， suggesting that the commonly assumed linear relationship between flow and learning outcomes in gamified learning was not supported in the context of this study. In conclusion， the findings indicate that the gamified English alphabet handwriting learning system had positive effects on improving lower elementary graders′ English alphabet handwriting learning performance and flow， with particularly pronounced gains observed among lower-prior-knowledge learners. Through gamified features such as immediate feedback， scaffolded handwriting practice， peer competition via leaderboards， and repeated practice， the system not only sustained students′ participation and engagement throughout the handwriting learning process， but also helped reduce the frustration commonly experienced by young learners in developing stroke order， spatial positioning， and letter-form accuracy. This study also provides empirical evidence for the application of gamified system design in English alphabet handwriting instruction for lower-grade elementary students， demonstrating that the integration of scaffolded practice， immediate feedback， and competitive game mechanisms can help create a learning environment that is engaging， interactive， and goal-oriented. Based on these findings， it is recommended that teachers incorporate gamified designs appropriately into English alphabet handwriting instruction， maintaining a balance between gamification elements and handwriting learning objectives， so as to enhance students′ classroom participation and support the development of foundational English handwriting abilities.
