Kahoot APP應用於泰國語言與文化課程：認知疲乏、遊戲興趣、焦慮、價值與持續使用意願之關係

Applying Kahoot APP to Thai language and cultural courses: The relationship among cognitive fatigue, game interest, anxiety, value and continuance intention to use

葉建宏(Jian-Hong Ye) ； 王志美(Chih-Mei Wang) ； 譚華德(Nitiwat Watthanapas) ； 葉貞妮(Jhen-Ni Ye) ； 吳宇豐(Yu-Feng Wu)

《中科大學報》 Volume 8 Issue 2 (2021/12) Pp. 1-30

https://doi.org/10.6902/JNTUST.202112_8(2).0001

Abstracts

遊戲式學習的教育價值在各教育階段中獲得諸多研究證實，然而在高等教育的文化課程上的應用仍不頻繁，是否對於大學生學習多元文化有所助益仍具有探析意義。故本研究旨在探討基於多媒體認知情意學習理論及期望確認理論的架構下，應用Kahoot遊戲於泰國語言與文化課程的認知－情意－價值－意願之相關。而本次教學研究共計16週，每週在課程開始新進度前，讓參與者遊玩15分鐘作為複習。同時本研究採用立意抽樣方式，邀請北部地區一所科技大學及一所一般大學選修泰國與文化課程的學生參與，原有研究參與者為96人，扣除中途退選課程或研究者，有效的研究參與者為79人，有效回收率為82.3%，平均年齡為20.18歲（SD=1.63歲）。而為達研究目的，本研究在基於多媒體學習認知情感理論的基礎下，進行課程內容的遊戲化設計，並在多媒體學習認知情感理論與期望確認理論的架構下，建立一個研究模式，並提出五條研究假設，因此，本研究應用SPSS進行測量工具的信度與效度分析，再以VusalPLS驗證研究模式。而研究結果顯示：（1）認知疲乏對遊戲興趣具有負影響；（2）認知疲乏對遊戲焦慮具有正影響；（3）遊戲興趣對遊戲價值具有正影響；（4）遊戲焦慮對遊戲價值呈現負影響；（5）遊戲價值對持續使用意願呈現正影響。

Keywords

持續意願 ； 泰國語言與文化 ； 遊戲式學習 ； 認知疲乏 ； 期望確認理論

Parallel abstracts

The educational value of game-based learning has been confirmed by many studies in various education stages. However, it is still infrequently applied to the cultural curriculum of higher education. Therefore, it is of significant to explore whether it is helpful for university students to learn about multiple diverse cultures. Thus, the purpose of this study was to explore the relationship between cognition-emotion-value-intention in the application of Kahoot games to Thai language and culture courses under the framework of cognitive-affective theory of learning with media and expectation confirmation theory. The teaching study lasted for 16 weeks, and participants were allowed to play for 15 minutes each week as a review before the new progress of the course began. At the same time, this study adopted purposive sampling method, inviting students from a science and technology university and a university from the northern region of Taiwan to take the Thai and cultural courses. Originally there were 96 participants, but after some student who chose to drop out of the course and not including the researcher as a participant, there were 79 (82.3%) participants who took part in the study. The average age of the participants were 20.18 years, and the standard deviation was 1.63 years. According to the purpose of the study, this research was designed based on cognitive affective theory of learning with media (CATLM) for gamification design of the course content. In addition, CATLM and expectation confirmation theory were used to establish a research model and proposes five research hypotheses. This study used SPSS to analyze the reliability and validity of the measurement tool, and then VusalPLS was verified to the research model. The research results showed that: (1) cognitive fatigue effects gameplay interest negatively; (2) cognitive fatigue effects gameplay anxiety positively; (3) gameplay interest effects gameplay value positively; (4) gameplay anxiety effects gameplay value negatively; (5) gameplay value effects continuous intention to learn positively.

Parallel keywords

cognitive fatigue ； continuous intention ； expectation confirmation theory ； game-based learning ； Thai language and culture

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