本研究旨在探討數位遊戲化學習平台Wordwall融入英語字母教學後，對國小一年級學童英語字母學習成效與學習動機之影響，並進一步分析在Wordwall之學習環境中，不同先備知識能力與不同性別學童在學習成效與學習動機上之差異情形，及學習成效與學習動機間的相關性。 本研究將Wordwall之挑戰、時間壓力、回饋、積分與排行榜等機制融入教學活動中，透過輸贏遊戲、開箱遊戲、尋找匹配項、飛機遊戲、問答遊戲及測驗等模板，引導學童進行反覆練習與互動操作。藉由正確作答後獲得分數、活動結束後呈現結果與排名、以及限時任務所形成的明確學習節奏，提升學童參與度、專注力以及學習動機，並協助其在具趣味性與目標導向的情境中強化英語字母學習。 本研究採準實驗研究法，以桃園市某公立國民小學一年級之三個自然班共計91人作為研究對象，其中兩班為實驗組，一班為對照組；實驗組接受融入Wordwall之英語字母教學，對照組則未接受任何數位平台介入之英語字母教學。研究內容為英語字母Nn~Ss之字母名稱、大小寫配對與字母發音等學習面向，並透過英語字母學習成效測驗與ARCS學習動機量表蒐集資料。資料分析方法包含描述性統計、Wilcoxon符號檢定、Mann-Whitney U檢定及Spearman等級相關分析。 本研究之研究結果主要彙整為以下九點：(1)無論是否有數位遊戲化學習平台Wordwall之介入，實驗組與對照組學習者在學習成效上皆有顯著進步，雖實驗組在後測表現上略優於對照組，但兩組在各項學習指標以及整體成效上的差異在組間比較上未達顯著差異。(2)無論是否有數位遊戲化學習平台Wordwall之介入，實驗組與對照組學習者在學習動機上皆有顯著提升，唯實驗組展現出較為明確且全面的提升效果，而對照組則僅呈現局部且幅度較小的變化。(3)在數位遊戲化學習平台Wordwall環境下，低先備知識能力組於學習成效各向度皆呈現顯著進步，進步情形較為全面；而高先備知識能力組則主要於發音及整體學習成效上呈現顯著進步。(4)在數位遊戲化學習平台Wordwall環境下，不論高、低先備知識能力組，學童在經過數位遊戲化學習平台介入後，各向度學習動機與整體動機皆顯著提升。(5)在數位遊戲化學習平台Wordwall環境下，無論男生或女生，於學習成效上皆有顯著進步。(6)在數位遊戲化學習平台Wordwall環境下，無論男生或女生，於學習動機上皆有顯著提升。(7)無論是否有數位遊戲化學習平台介入，學習成效與學習動機之間皆未呈現顯著相關。(8)在數位遊戲化學習平台Wordwall環境下，不同先備知識能力學習者之英語字母學習成效與學習動機間皆未呈現顯著相關。(9) 在數位遊戲化學習平台Wordwall環境下，不同性別學習者之英語字母學習成效與學習動機間皆未呈現顯著相關。 綜合而言，本研究結果顯示，數位遊戲化學習平台Wordwall融入英語字母教學，對提升國小一年級學童之英語字母學習成效與學習動機具有正向助益。透過其遊戲化機制中的即時回饋、互動操作、任務挑戰與重複練習等設計，不僅能增加學童對英語字母學習之參與度與專注力，亦有助於降低低年級學童在字形辨識、大小寫配對以及字母發音等學習歷程中的認知負荷，進而提升其學習投入與學習表現。此外，本研究亦提供數位遊戲化學習應用於國小低年級英語教學之實證依據，顯示適切結合遊戲化元素與課程內容，有助於營造具趣味性、互動性與目標導向之學習環境。基於上述，建議未來教師於英語字母教學中，可依據學童之個體差異搭配學習需求，適當運用Wordwall等數位遊戲化平台設計循序漸進且具差異化之學習活動，並兼顧學習目標與遊戲機制之平衡，以提升學童之學習動機、課堂參與及基礎英語能力發展。;This study aimed to investigate the effects of integrating the digital gamified learning platform Wordwall into English alphabet instruction on first-grade elementary school students’ English alphabet learning achievement and learning motivation. It further examined differences in learning achievement and learning motivation among students with different levels of prior knowledge and different genders within the Wordwall-based digital gamified learning environment， as well as the correlation between learning achievement and learning motivation. In this study， gamification mechanisms embedded in Wordwall， including points， leaderboards， feedback， time pressure， and task challenges， were incorporated into instructional activities. Various templates， such as matching games， open-the-box games， find-the-match activities， airplane games， quiz games， and tests， were used to guide students in repeated practice and interactive learning. Through mechanisms such as earning points for correct answers， receiving results and rankings after each activity， and completing timed tasks with a clear learning pace， the instructional design sought to enhance students’ participation， concentration， and learning motivation， while helping them strengthen their English alphabet learning in an engaging and goal-oriented context. This study adopted a quasi-experimental research design. The participants were 91 first-grade students from three intact classes at a public elementary school in Taoyuan City. Two classes were assigned as the experimental group， while one class served as the control group. The experimental group received English alphabet instruction integrated with Wordwall， whereas the control group received English alphabet instruction without the use of any digital platform. The instructional content focused on the English letters Nn to Ss， including letter-name recognition， uppercase and lowercase letter matching， and letter-sound learning. Data were collected through an English alphabet learning achievement test and the ARCS learning motivation scale. The data were analyzed using descriptive statistics， the Wilcoxon signed-rank test， the Mann-Whitney U test， and Spearman’s rank correlation analysis. The major findings of this study are summarized as follows. (1) Regardless of whether Wordwall was integrated， both the experimental and control groups showed significant improvement in learning achievement. Although the experimental group performed slightly better than the control group in the posttest， no significant between-group differences were found in any learning indicator or in overall learning achievement. (2) Both groups showed significant improvement in learning motivation， regardless of the use of Wordwall. However， the experimental group demonstrated a more evident and comprehensive improvement， whereas the control group showed only partial and relatively smaller changes. (3) Within the Wordwall-based learning environment， students with lower prior knowledge showed significant improvement in all dimensions of learning achievement， indicating more comprehensive progress; students with higher prior knowledge showed significant improvement mainly in pronunciation and overall learning achievement. (4) Regardless of their level of prior knowledge， students in the Wordwall-based learning environment showed significant improvement in all dimensions of learning motivation and in overall motivation after the intervention. (5) Both male and female students showed significant improvement in learning achievement within the Wordwall-based learning environment. (6) Both male and female students also showed significant improvement in learning motivation. (7) Regardless of the use of digital gamified learning， no significant correlation was found between learning achievement and learning motivation. (8) Within the Wordwall-based learning environment， no significant correlation was found between English alphabet learning achievement and learning motivation among students with different levels of prior knowledge. (9) Within the Wordwall-based learning environment， no significant correlation was found between English alphabet learning achievement and learning motivation among students of different genders. In conclusion， the findings indicate that integrating Wordwall into English alphabet instruction has positive effects on improving first-grade elementary school students’ English alphabet learning achievement and learning motivation. Through gamified features such as immediate feedback， interactive operation， task challenges， and repeated practice， Wordwall not only increased students’ participation and concentration in English alphabet learning， but also helped reduce the cognitive load experienced by young learners in letter-form recognition， uppercase and lowercase letter matching， and letter-sound learning. As a result， students’ learning engagement and learning performance were enhanced. This study also provides empirical evidence for the application of digital gamified learning in English instruction for lower-grade elementary students. The findings suggest that the appropriate integration of gamification elements with curriculum content can help create a learning environment that is engaging， interactive， and goal-oriented. Based on these findings， it is recommended that teachers incorporate digital gamified platforms such as Wordwall into English alphabet instruction according to students’ individual differences and learning needs. Teachers may design progressive and differentiated learning activities while maintaining a balance between instructional objectives and game mechanisms， thereby enhancing students’ learning motivation， classroom participation， and development of basic English abilities.
