| 摘要: | 近年來，數位遊戲學習被廣泛應用在教學和學習中。許多研究指出遊戲式學習可以幫助學習者，例如：提升學生的學習成效、增加學習動機等。但因每一個人的背景、需求及學習偏好是不同的，所以尚未確定的是，遊戲式學習系統是否能適用於每一個學習者。因此需要從人因的角度來研究，在人因方面，本研究特別著重於認知風格，因為認知風格與學習者處理和組織資訊的方式有關。過去亦有學者指出認知風格在遊戲式學習扮演著一個關鍵的角色，然而，缺乏研究探討認知風格對英語遊戲學習中的學習行為和學習成效的影響。
為了填補這一空白，本研究旨在解決這個問題，在不同的認知風格中，本研究著重於場依賴與場獨立學習者之間的差異，因為此差異攸關學習者在學習歷程中的訊息處理，因此近十幾年來，探討認知風格影響遊戲式學習的研究有日益增長的趨勢。然而，在該領域的研究卻鮮少探討此差異對數位遊戲英語學習的遊戲行為與學習成效之影響。遊戲行為包含遊戲中各種輔助工具的使用次數和使用時間及遊戲分數，學習成效為學習者的學習前後測的成效差異。為了全面性了解此差異，本研究探討了三個研究問題，即：(a)認知風格學習者如何影響學習者在英語遊戲學習的遊戲行為； (b)認知風格學習者如何影響學習者在英語遊戲學習的學習成效； (c) 認知風格學習者的遊戲行為、遊戲分數與學習成效之相關性。
本研究的結果顯示，不同的認知風格的學習者表現有所不同。對於場獨立學習者而言，輔助工具的使用沒有很大的影響，因為它們善於開發自己的資訊處理結構；相比之下，場依賴學習者則依賴遊戲說明、地圖和其他輔助工具來找到解決問題的方法。此外，場獨立學習者在遊戲學習的學習效率比場依賴學習者來得高，場依賴學習者需要更多的輔助功能才能提高學習效率。
另一方面，場獨立學習者及場依賴學習者表現出相似的學習成效，但與場依賴學習者相比，場獨立學習者的平均成績略有提高。因此，多樣化的關卡學習可能對於場獨立學習者較有利，此外，場獨立學習者顯示出有較佳的第二語言學習能力；相反的，場依賴學習者需要額外的協助來提高他們的學習成效。
最後，結果顯示，不同的認知風格，會使用不同的遊戲策略，場獨立學習者能夠在較少使用輔助工具的情況下，也能夠在遊戲分數得分高於場依賴學習者，而場依賴學習者則偏好外來協助。此可能因為數位遊戲導入不同認知風格學習者偏好的功能可以提升學習者的學習動機，換言之，合適的數位遊戲式英語學習對場獨立與場依賴學習者來學習語言是有用的。
本研究結果有助於深入了解如何建立一個能適應不同認知風格學習者的遊戲式英語學習系統，此外，這些發現可以指導設計師、研究學者、教材設計者與學生如何開發符合每個人需求的數位遊戲，進而達到建立個人化遊戲式學習系統的目標，並促進未來遊戲式學習系統的發展。
;Digital game-based learning has been widely used in teaching and learning for recent years. Many studies have suggested that digital game-based learning can bring benefits to student learning, e.g., the improvement of students′ learning performance and the increase of learning motivation. However, each individual′s background, needs and learning preferences are different so it is doubtful whether digital game-based learning systems can be suitable to every learner. Thus, there is a need to consider individual differences. Among various human factors, this study focuses on cognitive styles, which refer to the way of learners processing and organizing information. Some previous scholars have found that cognitive styles play a key role in digital game-based learning. However, paucity of research examined the impacts of cognitive styles on gaming behavior and learning performance in the context of English game-based learning.
To fill this gap, this study aimed to address this issue. Among a variety of cognitive styles, this study focuses on differences between field-dependent and the field-independent learners. To comprehensively identify their differences, this study examined three research questions, i.e., (a) How the different cognitive styles affect learners ′ game behavior in English game-based learning; (b) How does the different cognitive styles affect learners ′ learning effectiveness in English game-based learning; (c) how gaming behavior and game performance of cognitive styles learners correlated to their learning performance. Game behavior pertained to the frequencies and time of using auxiliary tools while game performance was associated with scores obtained from the game. Learning performance was related to a difference between pre-test scores and post-test scores.
The results of this study showed that different cognitive style groups behaved differently. Regarding field-independent learners, the use of auxiliary tools did not have great impacts because they were good at developing their own information processing structure. In contrast, field-dependent learners relied on game descriptions, maps and other auxiliary tools to find solutions to the quests. Furthermore, field-independent learners demonstrated better learning performance than field-dependent learners, who needed to rely on auxiliary tools to improve their learning performance. .
On the other hand, the results showed that field-independent learners and field-dependent learners demonstrated similar learning performance but field-independent learners slightly demonstrated better mean scores than field-dependent learners. Therefore, multiple quests were beneficial for field-independent learners. In addition, the field-independent learners showed better abilities in second language learning. Conversely, field-dependent learners needed extra support to improve their learning performance.
Finally, the results show that different cognitive styles will use different game strategies, field -independent learners can be less than the use of auxiliary tools, but also in the game score higher than the field-dependent learners, while the field-dependent learners prefer external assistance. This might be because the digital game to introduce different cognitive style learner preferences can improve learner′s motivation. In other words, the appropriate digital game-based English learning was useful for field-independent and field-dependent learners to learn Phonics.
The results of this study can provide deep understandings of how to build a digital game-based learning system that can accommodate learners’ different cognitive styles. Moreover, these findings can guide designers, researchers, textbook designers and students on how to develop appropriate digital games that meet the needs of everyone, and thus achieve the goal of establishing a personalized game-based learning system. By doing so, the development of digital game-based learning system can be promoted in the future. |
