- 學位論文
具有影片字彙標註機制之遊戲式華語學習系統促進華語聽力學習成效之影響研究
The Effects of a Game-based Mandarin Learning System with Video Vocabulary Annotation Mechanism on Mandarin Listening Learning Performance
摘要
因應當前國際情勢的發展，華語文已成為重要國際語言之一，華語學習者數量的持續增加，也促使華語文學習成為非常重要的教學與研究議題。但目前，以中文為外語或第二語言的電腦輔助語言學習研究仍然不多。因此， 本研究發展遊戲式華語學習系統(MLLG)，並加入影片字彙標註機制，建置「具影片字彙標註機制之遊戲式華語學習系統」，輔助華語為外語學習者透過遊戲式影片學習方式，輔以提供個別化學習與評量之影片字彙標註機制進行華語文聽力學習，希望激勵以華語為第二外語學習者的華語自主學習能力，進而提升其華語文聽力學習成效。同時，探究學習者使用有「影片字彙標註機制」之「遊戲式華語學習系統」，在「影片字彙標註機制」及「遊戲式學習功能」上的學習行為與聽力學習成效的關聯性。 本研究採用真實驗研究法，募集以母語為非華語文者之在台灣就讀大專院 校外籍生，共 12 名研究對象，並隨機分派為使用「具影片字彙標註機制之遊戲式華語學習系統」的實驗組，以及使用「不具影片字彙標註機制之遊戲式華語系統」的控制組來進行為期兩週的實驗，其中兩組學習者所使用的影片教材與學習時間皆相同，以比較兩組學習者在華語文聽力學習成效、華語文聽力自我效能、科技接受度，以及學習行為上的差異，並根據訪談資料提出相關教學實施與系統改善建議、未來研究方向以供參考。 結果發現，採用「具影片字彙標註機制之遊戲式華語學習系統」較能有效 提升學習者的華語文聽力字彙與聽力理解學習成效，且使以華語為第二外語的學習者在系統的輔助下，更有效地持續進行學習。另外，採用「具影片字彙標註機制之遊戲式華語學習系統」輔以華語學習的第二外語學習者，使用影片字彙標註次數為影響學習成就的關鍵因素之一，證明 「影片字彙標註機制」具有強化字彙與聽力理解學習成效的功能。亦得出「影片字彙標註機制」是促使華語為第二外語學習者更加願意善用「遊戲式華語學習系統」各項遊戲功能，進行中文字彙及聽力理解成效提升的主要驅動力之結論。
並列摘要
In response to the development of the current international situation, Mandarin has become one of the important international languages. The continuous increase in the number of Mandarin learners has also prompted Mandarin learning to become a very important teaching and research topic. But at present, there are only few studies focusing on computer-assisted language learning for Chinese as a foreign language or second language. Therefore, this research applied game-based learning and the vocabulary annotation mechanism to develop a "Mandarin Listening Learning Game (MLLG)" with Video Vocabulary Annotation Mechanism that provides individualized learning and assessment to support Mandarin listening learning for Chinese as a second language (CSL) learners. The purpose of this study was to motivate self-directed learning of CSL learners so as to promote their Mandarin listening learning effectiveness. This study also investigated the relationships between the CSL learners’ learning behaviors of using the "MLLG with Video Vocabulary Annotation Mechanism," which included using the video vocabulary annotation mechanism and the game-based learning features, and their listening learning effectiveness. This research adopted a true experimental design to conduct a two-week experiment. Twelve CSL students who currently study in the universities or colleges in Taiwan were recruited and randomly assigned to the experimental group that used the "MLLG with Video Vocabulary Annotation Mechanism" and the control group that used the "MLLG without Video Vocabulary Annotation Mechanism." The video learning materials and learning time were the same between the two groups. The differences in the Mandarin listening learning effectiveness, Mandarin listening self-efficacy, technology acceptance, and learning behaviors were examined in this study. With reference to the interview results, suggestions were provided for instructional implementation, system improvements, and future research directions. The results of this study found that the "MLLG with Video Vocabulary Annotation Mechanism" could not only effectively improve learners' Mandarin vocabulary listening and Mandarin listening comprehension but also effectively motivate learners to keep their Mandarin listening learning continuously. In addition, the number of learners' behaviors of using the Video Vocabulary Annotation Mechanism in the "MLLG with Video Vocabulary Annotation Mechanism" was one of the key factors affecting listening learning achievement, proving the "Video Vocabulary Annotation Mechanism" could enhance learners' vocabulary and listening learning. It was also concluded that the "Video Vocabulary Annotation Mechanism" played the main role to motivate CSL learners' willingness to make good use of the MLLG game features to improve their Mandarin listening learning.