隨著數位學習與遊戲化設計逐漸應用於語言學習情境，如何透過遊戲機制提升學習者的學習投入與學習成效，成為教育科技領域中重要的研究議題。對多益英文學習者而言，單字學習需透過記憶詞義，並理解其在聽力、閱讀與句型脈絡中的應用。然而傳統的單字學習方式容易使學習者感到枯燥，並可能因缺乏即時回饋與持續練習機制進而影響學習動機。在過去研究指出，數位遊戲式學習能透過情境化任務、即時回饋與挑戰設計提升學習者的參與度，透過數位獎章則可進一步作為學習進度、成就回饋與目標導引的工具，而獎章在不同展示方式具有不同的應用，當獎章可被他人觀察時可能促進社會比較、競爭意識與成就展示，而在僅自己展示時則可能使學習者更專注於個人進步與任務完成。因此本研究以數位遊戲式學習為基礎，探討不同獎章可見性機制對學習者在多益英文學習成效、遊戲成效、遊戲心流、學習動機以及自我效能上的影響，並進一步分析不同先備知識學習者在系統使用後的差異情形。因此，本研究進一步從獎章可見性的角度，探討其在數位遊戲式多益英文學習環境中的教育意涵。 本研究設計並建置「雙語奧德賽」數位遊戲式多益英文學習系統，系統內容以三十個多益目標單字為核心，並結合學習區、練習區、挑戰區與數位獎章機制。學習區提供單字中英翻譯、例句、發音與學習資源，協助學習者建立基礎字彙理解。練習區則透過不同題型與階段式任務，引導學習者反覆練習並檢驗單字應用能力。挑戰區則加入即時對戰與競爭任務，使學習者能在較具挑戰性的情境中進行字彙應用。獎章機制則依學習、遊戲與社交等類型設計不同達成條件，並劃分為銅、銀、金三個難度層級。為深入探討遊戲化中的心理效應，本研究則根據不同獎章可見性分為兩種版本，在他人可見獎章機制中引入社會比較功能讓學習者能觀察同儕的成就表現，藉此引發社會比較、競爭意識以及成就展示動機，另外一種為僅自己可見獎章機制在於著重營照自我參造的學習環境，以降低他人比較、專注於個人進步與任務完成，並進一步比較不同獎章可見性對學習者表現以及心理感受的影響。 本研究採準實驗研究設計，依獎章可見性分為「他人可見獎章機制」與「僅自己可見獎章機制」兩組，並依學習者先備知識進一步區分為高先備知識與低先備知識。實驗共計87名學生，受試者年齡介於18至22歲大學生，共兩個班級。實驗設計依班別將受試者分為他人可見獎章組42人及僅自己可見獎章組45人，依先備知識分為低先備42人及高先備45人。研究資料包含多益英文學習成效測驗、遊戲歷程紀錄、遊戲心流量表、學習動機量表、自我效能量表及開放式回饋資料。 研究結果顯示，兩種獎章可見性機制皆能促進學習者在多益英文學習成效上的提升，顯示本研究所設計之數位遊戲式學習系統能有效支持學習者進行多益英文詞彙學習。在組間比較方面，不同獎章可見性機制對整體學習成效、遊戲心流、學習動機與自我效能之影響多未達顯著差異，表示獎章是否公開可見並非直接影響學習心理變項的唯一因素。若從遊戲歷程與開放式回饋可發現，他人可見獎章機制較容易引發學習者的競爭意識、社會比較與成就展示動機，而在僅自己可見獎章機制則較能使學習者專注於自我進步與任務完成，並降低因與他人比較所產生的壓力。除此之外兩組學習者在自我效能上皆有提升，顯示明確任務目標、即時回饋與獎章達成經驗有助於增強學習者完成英文學習任務的信心。 總結來說，本研究發現數位獎章可見性機制在數位遊戲式英文學習環境中具有不同的教學意義。他人可見獎章機制能強化社會激勵、競爭氛圍與同儕參照效果；僅自己可見獎章機制則有助於營造較低壓力、以自我成長為核心的學習環境。由此可知，兩種獎章可見性可適用於不同學習目標與學習者需求。未來在設計數位遊戲式語言學習系統時，應依據學習者特質、課程目標與教學情境，彈性調整獎章可見性、競爭機制與社交互動設計，以提升學習投入、學習成效與持續學習意願。;With the increasing application of digital learning and gamification design in language learning contexts， enhancing learners′ engagement and learning outcomes through game mechanisms has become an important research issue in the field of educational technology. For TOEIC English learners， vocabulary learning requires not only memorizing word meanings but also understanding their applications in listening， reading， and sentence contexts. However， traditional vocabulary learning methods often make learners feel bored， and the lack of immediate feedback and continuous practice mechanisms may negatively affect their learning motivation. Previous studies have indicated that digital game-based learning can enhance learners′ participation through contextualized tasks， immediate feedback， and challenge designs. Furthermore， digital badges can serve as tools for tracking learning progress， providing achievement feedback， and guiding goals. Badges have different applications depending on their display methods: when badges are visible to others， they may promote social comparison， competitiveness， and achievement display; conversely， when badges are only visible to the learners themselves， they may encourage learners to focus more on personal progress and task completion. Therefore， based on a digital game-based learning approach， this study explores the effects of different badge visibility mechanisms on learners′ TOEIC English learning outcomes， game performance， game flow， learning motivation， and self-efficacy. It further analyzes the differences among learners with varying levels of prior knowledge after using the system. Ultimately， this study aims to investigate the educational implications of badge visibility in a digital game-based TOEIC English learning environment. This study designed and developed a digital game-based TOEIC English learning system named "Bilingual Odyssey." The system centers on thirty target TOEIC words and integrates a learning zone， a practice zone， a challenge zone， and a digital badge mechanism. The learning zone provides Chinese-English translations， example sentences， pronunciations， and learning resources to help learners establish a foundational understanding of the vocabulary. The practice zone guides learners through repetitive practice and assesses their vocabulary application skills using various question types and stage-based tasks. The challenge zone incorporates real-time battles and competitive tasks， enabling learners to apply vocabulary in more challenging contexts. The badge mechanism features different achievement conditions based on learning， gaming， and social categories， and is divided into three difficulty levels: bronze， silver， and gold. To further delve into the psychological effects of gamification， this study developed two versions of the system based on badge visibility. The "others-visible badge mechanism" introduces a social comparison function， allowing learners to observe their peers′ achievements， thereby triggering social comparison， competitiveness， and the motivation to display achievements. The other version， the "self-visible badge mechanism，" focuses on creating a self-referential learning environment to reduce peer comparison and encourage learners to concentrate on personal progress and task completion. Through these two versions， the study compares the effects of badge visibility on learners′ performance and psychological experiences. This study adopted a quasi-experimental research design. Participants were divided into two groups based on badge visibility: the "others-visible badge mechanism" group and the "self-visible badge mechanism" group. They were further categorized into high prior knowledge and low prior knowledge groups based on their initial proficiency levels. A total of 87 university students， aged 18 to 22 from two classes， participated in the experiment. Based on their classes， 42 students were assigned to the others-visible badge group and 45 to the self-visible badge group. Based on their prior knowledge， 42 students were classified as having low prior knowledge and 45 as having high prior knowledge. The collected research data included TOEIC English learning outcome tests， game log data， the Game Flow Questionnaire， the Learning Motivation Scale， the Self-Efficacy Scale， and open-ended feedback. The results indicated that both badge visibility mechanisms significantly improved learners′ TOEIC English learning outcomes， demonstrating that the designed digital game-based learning system effectively supported TOEIC vocabulary acquisition. In terms of between-group comparisons， the different badge visibility mechanisms did not yield statistically significant differences in overall learning outcomes， game flow， learning motivation， and self-efficacy. This suggests that the public visibility of badges is not the sole factor directly influencing these psychological variables. However， analysis of the game logs and open-ended feedback revealed that the others-visible badge mechanism was more likely to stimulate learners′ competitiveness， social comparison， and motivation for achievement display. Conversely， the self-visible badge mechanism better enabled learners to focus on self-improvement and task completion while alleviating the pressure associated with peer comparison. In addition， both groups showed an increase in self-efficacy， indicating that clear task goals， immediate feedback， and the experience of earning badges helped bolster learners′ confidence in completing English learning tasks. In conclusion， this study found that badge visibility mechanisms carry distinct pedagogical implications in digital game-based English learning environments. The others-visible badge mechanism can enhance social motivation， a competitive atmosphere， and peer-referencing effects; meanwhile， the self-visible badge mechanism helps foster a lower-pressure learning environment centered on personal growth. Therefore， both badge visibility designs can be applied to cater to different learning objectives and learner needs. Future designs of digital game-based language learning systems should flexibly adjust badge visibility， competitive mechanisms， and social interaction designs based on learner characteristics， course objectives， and teaching contexts， thereby enhancing learning engagement， learning outcomes， and the intention to continue learning
