在全球化與數位科技快速發展的時代，英語文能力已成為學生面對升學、就業與國際溝通的重要基礎能力。其中，英文單字能力是發展聽、說、讀、寫能力的核心基礎，亦與高中學生的閱讀理解、課堂學習及各類英語評量表現密切相關。然而，在實際教學現場中，學生進行英文單字學習時，仍多仰賴反覆抄寫、機械式背誦或考前短期記憶等方式。此類學習方式雖可能在短時間內提升測驗表現，但若缺乏持續複習、策略運用與自我監控，學生容易在測驗後快速遺忘，並逐漸產生學習動機不足、學習信心低落及被動學習等問題。 近年來，遊戲化學習逐漸被應用於英語教學與單字學習情境中，其任務挑戰、情境探索、互動問答、即時回饋與排名機制，能提升學生的學習興趣與參與程度。然而，遊戲化學習若僅著重於遊戲元素或外在獎勵，學生可能將注意力集中於闖關、分數或任務完成，而未必能有效監控自身學習狀況或進行學習反思。因此，本研究將自我調節學習策略融入 ZEP 遊戲化學習平台，期望透過目標設定、策略監控與學習反思，引導學生在遊戲化英文單字學習歷程中進行較有目標、較具策略性且能自我檢核的學習，進一步提升其英文單字學習成效、記憶保留與學習動機。 本研究採準實驗研究設計，以桃園市某私立高中一年級兩個班級學生為研究對象，並以原班級為單位分為實驗組與對照組。研究對象原始樣本共 73 人，扣除未完整參與實驗流程者後，有效樣本共 72 人，其中實驗組 33 人，對照組 39 人。兩組學生皆使用 ZEP 遊戲化學習平台進行英文單字學習，學習內容取自常春藤出版社《高中英文核心單字 Level 3》第五回至第八回，共計 130 個單字。平台活動包含主題情境式單字闖關、學習資料查閱、互動答題、即時回饋與排名機制，題型依序包含「看英文選中文」、「看中文選英文」、「文意選擇」及「文意字彙拼字」，使學生能由基礎字義辨識逐步進入語境理解與字彙產出。兩組之差異在於，實驗組於遊戲化學習活動前後額外融入自我調節學習策略，包括學習前的目標設定、學習中的策略監控，以及學習後的反思與自我評估；對照組則使用相同平台與學習內容，但未額外導入自我調節學習活動。研究工具包含英文單字學習成效測驗、記憶保留測驗、學習動機問卷與半結構式訪談。量化資料以描述性統計、成對樣本 t 檢定、獨立樣本 t 檢定及共變數分析進行分析，質性資料則透過訪談內容進行主題式整理，以補充說明學生之學習感受。惟本研究採既有班級之準實驗設計，且保留測驗為一週後測量，結果解釋仍需考量樣本與時間限制。 本研究主要發現包含以下四點。第一，在英文單字學習成效方面，兩組學生經過 ZEP 遊戲化學習活動後皆有所進步，但在控制前測差異後，實驗組學生之後測表現顯著優於對照組，且學習進步幅度亦高於對照組，顯示遊戲化學習結合自我調節學習策略，較單純使用遊戲化平台可能有助於提升學生英文單字學習成效。第二，在記憶保留方面，兩組學生於學習活動結束後皆能維持一定程度的英文單字記憶，顯示遊戲化平台中的任務操作、反覆練習與即時回饋，有助於學生維持一週後之英文單字記憶；然而，在控制學生原有英文單字能力差異後，實驗組學生之記憶保留表現顯著優於對照組，表示自我調節學習策略有助於學生透過目標檢核、錯誤覺察與學習反思，進一步提升一週後之英文單字記憶保留表現。第三，在學習動機方面，對照組學生雖呈現提升趨勢，但未達顯著差異；相較之下，實驗組學生之學習動機顯著提升，且在控制前測差異後，其學習動機後測表現亦顯著優於對照組，顯示融入自我調節學習策略之遊戲化活動能進一步強化學生的學習投入、學習信心與持續學習意願。第四，訪談結果顯示，多數學生認為 ZEP 遊戲化平台能使英文單字學習較具趣味性與互動性，並能降低傳統背誦的枯燥感；實驗組學生則進一步提到，目標設定、學習檢核與反思活動有助於其掌握學習進度、發現不熟悉的單字，並思考後續可調整的學習方式。 本研究結果顯示，遊戲化學習平台若能結合自我調節學習策略，較能促使學生從被動完成單字任務，轉向較具目標意識、策略監控與反思調整的學習歷程。本研究之貢獻在於將遊戲化學習與自我調節學習策略結合，並應用於高中 EFL 英文單字學習情境中，補充過去較少同時探討高中學生英文單字學習成效、記憶保留、學習動機與學習感受之研究不足。在教學實務上，本研究提出一套可操作之 ZEP 遊戲化學習平台設計，說明教師可透過主題任務、循序關卡、即時回饋、目標設定與學習反思，引導學生建立較主動且具策略性的單字學習方式，並作為未來高中英文單字教學與數位學習活動設計之參考。;In the context of globalization and rapid development of digital technology， English proficiency has become an essential competency for students in academic advancement， career development， and international communication. Among the various components of English learning， vocabulary knowledge serves as a fundamental basis for the development of listening， speaking， reading， and writing skills， and is closely related to senior high school students’ reading comprehension， classroom learning， and performance on English assessments. However， in actual classroom settings， students often rely on repetitive copying， mechanical memorization， or short-term test-oriented cramming when learning English vocabulary. Although these methods may improve test performance in the short term， students may quickly forget the learned vocabulary after tests if they lack continuous review， strategy use， and self-monitoring. As a result， they may experience low learning motivation， reduced confidence， and passive learning habits. In recent years， gamified learning has gradually been applied to English instruction and vocabulary learning. Through task challenges， contextual exploration， interactive quizzes， immediate feedback， and ranking mechanisms， gamified learning can enhance students’ learning interest and participation. However， if gamified learning focuses only on game elements or external rewards， students may pay more attention to completing tasks， earning points， or passing levels， rather than monitoring their own learning progress or reflecting on their learning process. Therefore， this study integrated self-regulated learning strategies into the ZEP gamified learning platform. Through goal setting， strategy monitoring， and learning reflection， this study aimed to guide students to engage in more goal-oriented， strategic， and self-monitored English vocabulary learning， thereby improving their vocabulary learning outcomes， vocabulary retention， and learning motivation. This study adopted a quasi-experimental research design. The participants were first-year students from two intact classes at a private senior high school in Taoyuan City. The two classes were assigned as the experimental group and the control group. A total of 73 students initially participated in the study; after excluding students who did not complete the full experimental procedure， 72 valid samples remained， including 33 students in the experimental group and 39 students in the control group. Both groups used the ZEP gamified learning platform to learn English vocabulary. The learning content was selected from Units 5 to 8 of Senior High School Core Vocabulary Level 3 published by Ivy League Analytical English， with a total of 130 target words. The platform activities included theme-based vocabulary challenges， learning material access， interactive quizzes， immediate feedback， and ranking mechanisms. The question types were arranged in a progressive sequence: selecting the Chinese meaning based on the English word， selecting the English word based on the Chinese meaning， choosing the appropriate word according to sentence context， and spelling the word according to sentence context. This design enabled students to move gradually from basic meaning recognition to contextual understanding and vocabulary production. The major difference between the two groups was that the experimental group additionally received self-regulated learning strategy support before and after the gamified learning activities， including goal setting before learning， strategy monitoring during learning， and reflection and self-evaluation after learning. The control group used the same platform and learning content but did not receive additional self-regulated learning activities. The research instruments included an English vocabulary learning achievement test， a one- week vocabulary retention test， a learning motivation questionnaire， and semi-structured interviews. Quantitative data were analyzed using descriptive statistics， paired-samples t-tests， independent-samples t-tests， and analysis of covariance. Qualitative data from interviews were organized thematically to further explain students’ learning perceptions. Since this study adopted a quasi-experimental design with intact classes and measured vocabulary retention one week after the learning activities， the interpretation of the results should take the limitations of sample characteristics and research duration into consideration. The main findings of this study are as follows. First， in terms of English vocabulary learning outcomes， both groups showed improvement after using the ZEP gamified learning platform. However， after controlling for pretest differences， the experimental group significantly outperformed the control group on the posttest， and its learning progress was also greater than that of the control group. This indicates that gamified learning integrated with self-regulated learning strategies was more effective in improving students’ English vocabulary learning outcomes than using the gamified platform alone. Second， in terms of vocabulary retention， both groups maintained a certain level of vocabulary memory after the learning activities， suggesting that task-based operation， repeated practice， and immediate feedback in the gamified platform had a positive effect on vocabulary retention. Nevertheless， after controlling for students’ prior vocabulary ability， the experimental group performed significantly better than the control group on the retention test. This suggests that self-regulated learning strategies helped students maintain better vocabulary learning results through goal checking， error awareness， and learning reflection. Third， in terms of learning motivation， the control group showed an increasing trend， but the difference was not statistically significant. In contrast， the experimental group showed a significant improvement in learning motivation. After controlling for pretest differences， the experimental group also significantly outperformed the control group on the posttest of learning motivation. This indicates that integrating self-regulated learning strategies into gamified learning activities further strengthened students’ learning engagement， confidence， and willingness to continue learning. Fourth， the interview results showed that most students considered the ZEP gamified platform more interesting and interactive than traditional vocabulary learning and believed that it reduced the boredom of memorization. Students in the experimental group further reported that goal setting， learning checks， and reflection activities helped them understand their learning progress， identify unfamiliar words， and consider how to adjust their learning strategies in future learning. The findings of this study indicate that a gamified learning platform integrated with self-regulated learning strategies can help students establish clearer learning goals and increase their awareness of their own learning progress through task feedback， strategy monitoring， and learning reflection. This design supports students in moving from passively completing vocabulary tasks toward a more goal-oriented， strategic， and reflective learning process. The contribution of this study lies in combining gamified learning with self-regulated learning strategies and applying this integrated approach to senior high school EFL vocabulary learning. It also addresses the relative lack of studies that simultaneously examine vocabulary learning outcomes， vocabulary retention， learning motivation， and learning perceptions among senior high school students. In terms of teaching practice， this study proposes an applicable ZEP-based gamified English vocabulary learning activity design， which may serve as a reference for future senior high school English vocabulary instruction and digital learning activity design.
