具排行榜激勵機制之英語單字學習App之有效行為模式研究

隨著全球化的發展，英語已成為國際間交流的最主要溝通語言，而提升英語單字學習成效尤為重要。行動載具輔助語言學習已成為科技時代的語言學習趨勢，為英語學習者提供了新的學習方法。本研究發展之「具排行榜激勵機制之英語單字學習App (Voc4Fun)」可輔助學習者依據自己的能力設定自律學習目標，並且透過遊戲激勵機制促進學習者提升自律學習目標，提升學習者運用零碎時間學習英文單字的學習成效。為了探究使用Voc4Fun輔以英語單字學習之有效學習行為模式，本研究透過滯後序列分析之行為歷程分析方法，探索高低不同先備知識、高低不同學習成效、不同性別學習者使用系統進行英語單字學習的歷程，從中探勘出不同背景特質學習者的有效學習行為模式。本研究採用單組前實驗設計研究法，隨機選取臺北市某大學共10名學生為研究對象，進行「具排行榜激勵機制之英語單字學習App (Voc4Fun)」輔以英語單字學習活動，並使用行為歷程記錄技術完整記錄每個學習者的系統操作行為，再以高低不同學習成效、高低不同英語單字先備能力以及不同性別作為背景變項，探討這三種不同背景變項的學習者，在學習行為模式上是否具有顯著行為差異，以探勘出使用「具排行榜激勵機制之英語單字學習App (Voc4Fun)」輔以英語單字學習之有效行為模式，作為促進學習者進行有效學習的參考。研究結果發現，「具排行榜激勵機制之英語單字學習App (Voc4Fun)」可有效輔助提升英語單字學習成效，並且對於低先備知識及男性學習者較具有幫助。此外，「具排行榜激勵機制之英語單字學習App (Voc4Fun)」有助於學習者在科技輔助英語單字自律學習能力上具有高度的自律學習表現，並且具有正向的學習滿意度；低先備知識學習者會善用系統所提供之各項輔助單字學習功能來學習英語單字，因而提升其學習成效；而高學習成效組別學習者會善用單字測驗來檢測每日的學習成果，並且在測驗後，會先針對不熟悉的單字做重點複習；男性學習者則是藉由排行榜激勵機制，提高自身設定的自律學習目標，進而提升其學習成效。最後基於研究結果，本研究提出系統改善與教學建議，以及未來可以繼續進行的研究方向。

關鍵字

英語單字學習；遊戲激勵機制；學習行為模式；行為歷程分析；滯後序列分析

並列摘要

Along with the development of globalization, English has become the major communication language in international exchange. The promotion of English vocabulary learning effectiveness is especially important. Mobile-assisted language learning, being the language learning trend in the technology era, provides new learning methods for English language learners. The “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” developed in this study could assist learners in setting self-regulated learning goals, according to personal ability, and has learners promote self-regulated learning goals through game motivate mechanism to promote learners’ English vocabulary learning outcome at odd moments. To discuss the effective learning behavior pattern with the use of Voc4Fun for English vocabulary learning, the behavior process analysis through lag sequential analysis is applied to explore the process of learners with different prior knowledge, learning outcome, and gender preceding English vocabulary learning with the system to mine the effective learning behavior pattern for learners with distinct background and traits. With one-shot pre-experimental design, 10 students in a university in Taipei City are randomly selected as the research objects for the “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” assisted English vocabulary learning. The behavior record technology is used for completely recording each learner’s system operation behavior. Taking distinct learning outcome, prior ability of English vocabulary, and gender as the background variables, learners with such background variables are discussed the significant behavior difference in learning behavior pattern so as to mine the effective behavior pattern for “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” assisted English vocabulary learning as the reference for effective learning. The research findings show that “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” could effectively promote English vocabulary learning effectiveness and better help male learners and learners with low prior knowledge. Furthermore, “English Vocabulary Learning App with Leaderboard Motivate Mechanism (Voc4Fun)” could benefit learners’ high self-regulated learning performance on the English vocabulary self-regulated learning, with positive learning satisfaction. Learners with low prior knowledge would promote the learning outcome by well applying the vocabulary learning functions provided by the system to learn English vocabulary. Learners in the group with high learning outcome would well apply vocabulary quizzes to test the daily learning result and review unfamiliar vocabulary after the quizzes. Male learners, on the other hand, would enhance the self-regulated learning goals through leaderboard motivate mechanism to further promote the learning outcome. Based on the research results, system improvement and teaching suggestions as well as future research directions are proposed in this study.

並列關鍵字

English vocabulary learning ； Game motivate mechanism ； Learning behavior pattern ； Behavior process analysis ； Lag sequential analysis

參考文獻

Hwang, G.-J., & Chang, S.-C. (2016). Effects of a peer competition-based mobile learning approach on students’ affective domain exhibition in social studies courses. British Journal of Educational Technology, 47(6), 1217-1231. doi:10.1111/bjet.12303

Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. doi:10.1111/j.1467-9922.2008.00444.x

中文文獻