在英語作為外語的學習情境中，單字與文法是支撐語意理解與語言表達的重要基礎，而在學習上若過度依賴背誦與題型演練，學習者容易停留於片段記憶與機械式作答。數位遊戲式學習與數位獎章雖具備提升參與及提供成就回饋的潛力，但過去研究較少比較不同獎章設計機制，尤其較少探討學習者參與獎章目標設定對國中生英語學習歷程的影響。本研究建置一套結合英語單字與文法學習之數位遊戲式英語學習系統 LearningQuest，並設計研究者設計獎章與學習者設計獎章兩種機制，旨在探討不同獎章機制對國中生英語學習成效、遊戲成效、學習動機與學習觀感之影響，並進一步分析各變項之相關性與學習者使用經驗。 本研究採準實驗設計，以北部某公立國中兩班九年級學生共 58 人為研究對象，分為研究者設計獎章組與學習者設計獎章組，各 29 人。實驗流程包含英語能力前測、系統操作、英語能力後測、學習動機問卷與學習觀感問卷，並蒐集系統紀錄檔作為遊戲成效分析依據。此外，本研究於兩組各選取 5 位學習者，共 10 位學習者進行半結構式訪談，以補充量化結果並理解其學習歷程。量化資料採信度分析、魏克生符號檢定、曼-惠特尼 U 檢定與斯皮爾曼等級相關分析，質性資料則採主題分析法進行歸納。 研究結果顯示，兩組學習者在系統介入後均有不同程度的英語學習進步；其中，研究者設計獎章組在文法與整體英語表現上達顯著進步，學習者設計獎章組則在單字、文法與整體英語表現上皆達顯著進步。組間比較方面，學習者設計獎章組於單字後測與整體後測表現顯著優於研究者設計獎章組。在遊戲成效方面，學習者設計獎章組於學習區停留時間、方塊遊戲最高分與查看獎章頁次數顯著高於研究者設計獎章組；在學習動機方面，學習者設計獎章組之內在動機、外在動機與整體動機均顯著較高；在學習觀感方面，學習者設計獎章組於易用性、行為意圖與整體觀感上顯著較佳，而實用性則未達顯著差異。相關分析結果顯示，單純的學習區使用次數或停留時間未必直接對應英語學習成效；相較之下，學習者設計獎章組中，與遊戲任務表現、挑戰任務表現、獎章獲得及學習觀感相關的部分指標，與英語後測表現呈現顯著正相關。訪談結果進一步指出，學習者設計獎章能使英文學習目標具體化，並透過進度追蹤、持續挑戰、反思與目標調整，支持學習者形成較具自我調節特徵的學習歷程；然而，遊戲化參與未必立即轉化為測驗進步，操作負荷與低表現回饋亦可能影響學習者的使用感受。 綜合而言，學習者設計獎章相較於研究者設計獎章，不僅能提供成就回饋，也較能促進目標意識、學習投入、進度監控與反思調整，並對學習動機與系統使用感受產生較正向的影響。本研究補充了數位遊戲式英語學習中獎章機制設計之實證依據，並建議未來可延長實驗時間、擴大樣本與學習內容範圍，進一步優化獎章目標設定、進度視覺化、回饋設計與教師支持功能，以檢驗學習者設計獎章對長期英語學習與自我調節歷程之影響。 關鍵字：數位遊戲式英語學習、數位獎章、學習者設計獎章、英語學習成效、學習動機、學習觀感、自我調節學習;In English as a Foreign Language learning contexts， vocabulary and grammar serve as fundamental bases for semantic comprehension and language production. However， when English vocabulary and grammar learning relies heavily on memorization and test-oriented drills， learners may remain at the level of fragmented recall and mechanical practice. Although digital game-based learning and digital badges have the potential to enhance learner engagement and provide achievement-based feedback， relatively few studies have compared different badge design mechanisms， particularly the effects of learner participation in badge goal setting on junior high school students’ English learning processes. Therefore， this study developed LearningQuest， a digital game-based English learning system integrating vocabulary and grammar learning， and implemented two badge mechanisms: researcher-designed badges and learner-designed badges. The purpose of this study was to investigate the effects of different badge mechanisms on junior high school students’ English learning performance， in-game performance， learning motivation， and learning perception， as well as to further examine the correlations among these variables and learners’ user experiences. This study adopted a quasi-experimental design. The participants were 58 ninth-grade students from two classes at a public junior high school in northern Taiwan. They were assigned to a researcher-designed badge group and a learner-designed badge group， with 29 students in each group. The experimental procedure included an English proficiency pretest， system-based learning activities， an English proficiency posttest， a learning motivation questionnaire， and a learning perception questionnaire. System log data were also collected as the basis for analyzing learners’ in-game performance. In addition， five learners from each group， for a total of 10 learners， were selected for semi-structured interviews to supplement the quantitative findings and to further understand their learning processes. Quantitative data were analyzed using reliability analysis， the Wilcoxon signed-rank test， the Mann–Whitney U test， and Spearman’s rank correlation analysis， while qualitative data were analyzed through thematic analysis. The results showed that both groups demonstrated varying degrees of improvement in English learning after using the system. Specifically， the researcher-designed badge group showed significant improvement in grammar and overall English performance， whereas the learner-designed badge group showed significant improvement in vocabulary， grammar， and overall English performance. In terms of between-group comparisons， the learner-designed badge group significantly outperformed the researcher-designed badge group in vocabulary posttest scores and overall posttest scores. Regarding in-game performance， the learner-designed badge group had significantly higher learning area duration， highest score in the block game， and number of badge page views than the researcher-designed badge group. In terms of learning motivation， the learner-designed badge group showed significantly higher intrinsic motivation， extrinsic motivation， and overall motivation. With respect to learning perception， the learner-designed badge group reported significantly higher ease of use， behavioral intention， and overall learning perception， while no significant difference was found in usefulness. The correlation analysis indicated that simple indicators such as the number of learning area visits or time spent in the learning area did not necessarily correspond directly to English learning performance. In contrast， within the learner-designed badge group， several indicators related to game task performance， challenge task performance， badge acquisition， and learning perception were significantly and positively correlated with English posttest performance. The interview findings further revealed that learner-designed badges helped make English learning goals more concrete. Through progress tracking， sustained challenges， reflection， and goal adjustment， learner-designed badges supported learners in developing learning processes characterized by self-regulated learning. However， game-based engagement did not necessarily translate immediately into test score improvement， and operational load as well as feedback related to low performance could also affect learners’ user experiences. Overall， compared with researcher-designed badges， learner-designed badges not only provided achievement feedback but also more effectively promoted goal awareness， learning engagement， progress monitoring， and reflective adjustment. They also had more positive effects on learning motivation and learners’ perceptions of system use. This study contributes empirical evidence to the design of badge mechanisms in digital game-based English learning. Future research is recommended to extend the experimental duration， expand the sample size and learning content， and further optimize badge goal setting， progress visualization， feedback design， and teacher support functions in order to examine the long-term effects of learner-designed badges on English learning and self-regulated learning processes.
Keywords: digital game-based English learning， digital badges， learner-designed badges， English learning performance， learning motivation， learning perception， self-regulated learning
