元宇宙加入遊戲化要素之環境對國小學生英語閱讀興趣影響;The Effect of Metaverse with Gamification on Elementary School Students′ Interest in English Reading

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Title:	元宇宙加入遊戲化要素之環境對國小學生英語閱讀興趣影響;The Effect of Metaverse with Gamification on Elementary School Students′ Interest in English Reading
Authors:	林彥宇;LIN, YEN-YU
Contributors:	資訊工程學系
Keywords:	英文閱讀;元宇宙;遊戲化;聊天機器人;情境興趣;english reading;metaverse;gamification;chatbot;situational interest
Date:	2023-07-25
Issue Date:	2024-09-19 16:49:55 (UTC+8)
Publisher:	國立中央大學
Abstract:	在這個經濟全球化的時代，英文作為主流的國際交流語言愈發重要，而英文閱讀能力也是其中不可或缺的能力。過去的研究指出，若能激發學生對閱讀的興趣並培養其閱讀能力，對學生的詞彙學習有較大的幫助。同時，若能夠讓學生與同儕或成年人進行共享閱讀，可以提供學生的學習動機，對其語言發展、識字能力和閱讀成績也會有正向的影響。然而，師資人員不足和雙薪家庭的增多，學生與成年人進行共享閱讀變得更加困難。此外，COVID-19的影響，學生也面臨難以與同儕共讀的問題。因此，本研究設計了一個融合遊戲要素和元宇宙的學習環境。該環境結合了繪本故事的原創劇本、任務和數個可以陪伴學生討論繪本的聊天機器人。學生可以在這個環境中共同探索、分享發現、合作完成任務，並且可以推薦書籍和討論書籍。本研究從投入狀況和情境興趣的角度來探討該環境對學生的影響，並與傳統閱讀方法進行比較。同時，也分析學生在該環境中的參與樣態，以評估該系統的有效性。　　本研究對台灣某國小的93名五年級學生進行了實驗，實驗期間每週進行一次英文閱讀活動，共進行了8次。其中，46名學生為實驗組，在每週的活動時間一同在電腦教室操作本研究提出的系統；另外47名學生為控制組，每週的活動時間則在原班進行傳統的英文繪本閱讀。本研究通過這一活動收集了學生在系統操作時的資料、心流問卷和情境興趣問卷，並對其投入狀況和對英文閱讀的情境興趣進行了分析和比較。　　研究結果顯示，經過8次的活動，實驗組的情境興趣顯著提高，而控制組的情境興趣顯著下降。在投入狀況方面，實驗組表現優於控制組並有顯著差異，而實驗組在實驗期間的初期到後期也有顯著提升，而控制組則有顯著下降的趨勢。通過對實驗組的系統操作記錄進行分群，可以區分出高興趣指導遵循組、高興趣自我探索組、低興趣指導遵循組和低成就低投入組等四種特徵類型。此外，透過相關性分析發現，學生的聊書數量與心流控制力呈顯著負相關，而在前測時，學生對英文閱讀的情境興趣與克漏字任務的完成數量有顯著相關，但在後測中則沒有顯著相關性。 ;In this era of economic globalization, English has become increasingly important as the mainstream language for international communication, and English reading proficiency is an indispensable skill. Previous research has indicated that stimulating students′ reading interest and cultivating their reading abilities can greatly aid their vocabulary acquisition. Additionally, engaging students in shared reading with peers or adults can provide motivation for learning and have positive effects on their language development, literacy skills, and reading performance. However, due to a shortage of teaching personnel and an increase in dual-income households, it has become more challenging for students to engage in shared reading with adults. Moreover, the impact of COVID-19 has presented difficulties for students in engaging in shared reading with peers. Therefore, this study has designed a learning environment that combines elements of gamification and the metaverse. This environment integrates original scripts of picture book stories, missions, and a chatbot that accompanies students in discussing the picture books. Students can explore, share discoveries, collaborate on missions, and recommend and discuss books within this environment. The study examines the impact of this environment on students from the perspectives of engagement and situational interest and compares it with traditional reading methods. Additionally, the study analyzes students′ patterns of participation in the environment to evaluate the effectiveness of the system. 　This study conducted an experiment with 93 fifth-grade students from an elementary school in Taiwan. The experiment consisted of weekly English reading activities conducted over a span of eight weeks. Among the students, 46 were assigned to the experimental group, where they used the system proposed in this study during the weekly activity sessions held in the computer classroom. The remaining 47 students comprised the control group, who engaged in traditional English picture book reading activities within their regular classroom during the same weekly activity time. Throughout the experiment, the study collected data on students′ system interactions, flow questionnaires, and situational interest questionnaires, enabling analysis and comparison of their engagement levels and situational interest in English reading. 　The results of the study revealed a significant increase in situational interest among the experimental group, while the control group showed a noticeable decrease in situational interest. Regarding engagement levels, the performance of the experimental group was superior to the control group and showed a significant difference. Additionally, the experimental group demonstrated a significant improvement in engagement levels from the beginning to the end of the experiment, whereas the control group exhibited a significant declining trend. By clustering the system interaction records of the experimental group, four characteristic types were identified: the high-interest-instruction-following group, the high-interest-self-exploration group, the low-interest-instruction-following group, and the low-achievement-low-engagement group. Furthermore, through correlation analysis, it was found that the number of book discussions by students was significantly negatively correlated with flow-control. In the pre-test, students′ situational interest in English reading was significantly correlated with the completion quantity of cloze tasks. However, in the post-test, no significant correlation was found between situational interest and the completion quantity of cloze tasks.
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