探討不同獎懲機制對英語學習的學習成效學習動機與行為模式之影響;Effects of different reward and punishment mechanisms on learning performance, learning motivation and behavior patterns of digital game-based English learning

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題名:	探討不同獎懲機制對英語學習的學習成效學習動機與行為模式之影響;Effects of different reward and punishment mechanisms on learning performance, learning motivation and behavior patterns of digital game-based English learning
作者:	蔡松霖;Tsai, Sung-Lin
貢獻者:	網路學習科技研究所
關鍵詞:	數位遊戲式學習;獎懲機制;英語學習成效;遊戲成效;學習動機;學習觀感;行為模式;digital game-based learning;reward and punishment mechanisms;English learning performance;gaming performance;learning motivation;learning perception;behavior patterns
日期:	2020-08-19
上傳時間:	2020-09-02 18:33:24 (UTC+8)
出版者:	國立中央大學
摘要:	英語學習已逐漸成為非英語系國家優先考量的教育政策，許多非英語系的國家將英語學習視為重要的語言學習課程，然而，對英語學習者來說，學習的過程若枯燥乏味，反而使得學習動機下降，進而導致學習成效不彰。過去許多研究採用數位遊戲式學習來幫助學習者學習英語，藉此提升學習成效及學習動機。而在數位遊戲式學習環境中，獎勵機制經常被用來激發學習者的學習動機，並使學習者持續參與遊戲活動，但懲罰機制卻鮮少被使用。然而，近年關於數位遊戲式學習的研究結果顯示，獎勵機制與懲罰機制搭配後，並不只有負面影響。因此，本研究開發數位遊戲式學習系統，將英語學習的內容融入至學習環境，並設計不同獎懲機制的系統版本，分別為獎懲皆有、僅有獎、僅有懲及獎懲皆無。本研究旨在數位遊戲式英語學習環境中，探討不同獎懲機制對學習者其英語學習成效、遊戲成效、學習動機、學習觀感及行為模式之影響及相關性。本研究共101位學習者，分成不同獎懲機制組別(獎懲皆有26人、僅有獎26人、僅有懲26人及獎懲皆無23人)，研究工具包含英語學習成效測驗卷、學習動機量表、學習觀感量表及系統紀錄檔。本研究採用無母數分析及滯後序列分析(LSA)來探討學習者在不同獎懲機制下的影響及相關性。本研究結果顯示，在數位遊戲式英語學習環境下，不同獎懲機制對學習者有不同的影響。主要結果分為以下四點：(1)獎懲皆有機制及獎懲皆無機制皆提升英語學習成效，但獎懲皆有機制在學習動機及學習觀感上表現最好；(2)無獎勵機制在遊戲成效上較有獎勵機制的組別還要好；(3)有獎勵機制能使遊戲行為轉移至輔助工具行為的顯著行為轉移數量增加，此外，僅有懲罰機制在遊戲行為轉移至遊戲行為上的顯著行為轉移較其他三組多；(4)相關性結果顯示，四組不同獎懲機制的英語學習成效與遊戲成效之間皆有顯著相關，且四組的學習動機與學習觀感皆有顯著相關。本研究的結果有助於在數位遊戲式學習結合語言學習的研究者在設計遊戲中的獎懲機制時，提供未來的研究方向。此外，本研究開發的系統，也能提供給未來教學者應用不同獎懲機制於不同的教學環境中。 ;English learning has gradually become a priority education policy for non-English speaking countries. Many non-English-speaking countries regard English learning as an important language learning course. However, for English learners, if the learning process is boring, it will reduce the motivation of learning, which will lead to poor learning performance. In the past, many studies used digital game-based learning to help learners learn English, thereby enhancing learning perfoemance and learning motivation. In the digital game-based learning environment, reward mechanisms are often used to stimulate learners′ learning motivation and make learners continue to participate in game activities. However, punishment mechanisms are rarely used. Recent research results on digital game-based learning show that the combination of reward and punishment mechanisms do not have only negative effects. Therefore, this study developed digital game-based learning systems, integrated the content of English learning into the learning environment, and designd four versions of reward and punishment mechanisms, including, rewards-and-punishments, only-rewards, only-punishments, and no-rewards-no-punishments. This study aimd to explore the effects and correlations of different reward and punishment mechanisms on learners′ English learning performance, gaming performance , learning motivation, learning perceptions and behavior patterns in a digital game-based English learning environment. A total of 101 learners included in this study, who were divided into different reward and punishment mechanism groups (rewards-and-punishments 26 learners, only-rewards 26 learners, only-punishments 26 learners, and no-rewards-no-punishments 23 learners). The research tools in this study included English learning performance test, learning motivation scale, learning perception scale and system log file. This study used nonparametric statistics and lag sequential analysis (LSA) to explore the effects and correlations of learners under different reward and punishment mechanisms. The results of this study showed that in a digital game-based English learning environment, different reward and punishment mechanisms had different effects on learners. The main results were divided into the following four points: (1) Both rewards-and-punishments mechanism and no-rewards-no-punishments improved the English learning performance, but rewards-and-punishments mechanism performed best in terms of learning motivation and learning perceptions. (2) No-reward mechanisms were better than reward mechanisms in terms of gaming performance. (3) The reward mechanisms increased the number of significant behavior transfers from gaming behavior to assistance tool behavior. In addition, only-punishment mechanism had more significant behavior transfers from gaming behavior to gaming behavior than the other three groups. (4) The correlation results showed that there were significant correlations between the English learning performance and gaming performance of the four different reward and punishment mechanisms groups, and the learning motivation and learning perceptions of the four groups were all significantly correlated. The results of this study were helpful to provide future studies directions for researchers who combine digital game-based learning with language learning when designing reward and punishment mechanisms in digital-games. In addition, the system developed by this study could also provide future instructors with different rewards and punishment mechanisms in different teaching environments.
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