Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/130675
|
| Title: | 具遊戲激勵機制之影片日語學習系統發展與應用於提升企業員工語言學習成效之影響研究
The effects of Japanese video learning system with game-based motivate mechanisms on enterprise employees’ Japanese learning performance |
| Authors: | 郭智博
Kuo, Chih-Po |
| Contributors: | 陳志銘
Chen, Chih-Ming
郭智博
Kuo, Chih-Po |
| Keywords: | 遊戲式激勵機制
電腦輔助語言學習
多媒體影音學習
日語學習
企業教育訓練
學習行為
學習成效
學習動機
沉浸經驗
Game-based motivate mechanism
CALL
Multimedia-video for learning
Japanese learning
Employee training
Learning behavior
Learning performance
Learning motivation
Flow experience |
| Date: | 2020 |
| Issue Date: | 2020-07-01 14:07:54 (UTC+8) |
| Abstract: | 近年來利用數位學習輔助企業員工進行教育訓練，已成為發展趨勢。但是當企業導入數位學習時，經常會發現員工學習的意願低落，因此有必要設計激勵機制來輔助學習，提升學習動機。許多研究指出，遊戲元素及激勵機制有助於提升學習動機及成效，然而目前企業大多應用激勵機制於提升企業組織績效，被應用於提升語言教育訓練的研究非常少，本研究希望補足這個研究缺口。因此，本研究發展了具有遊戲元素及激勵機制的「遊戲式激勵機制影片日語學習系統」，目標在於企業中導入輔助企業員工的日語學習，探討此一系統是否有助於提升企業員工學習日語的學習成效。
本研究採用準實驗研究法，以日商艾鳴網路遊戲股份有限公司臺灣分公司的54名員工為研究對象，隨機分派為「具有遊戲式激勵機制」以及「不具遊戲式激勵機制」影片日語學習系統的兩組學習者進行實驗。實驗時期為二個禮拜。實驗開始前進行前測，實驗中期進行第一次問卷，實驗結束後進行後測、第二次問卷及訪談，並於實驗結束後的一個月後進行延宕測驗。藉此探討遊戲式激勵機制對於整體、不同遊戲經驗及日語程度的企業員工，透過影片學習日語的學習行為、學習成效、學習動機，以及沉浸經驗影響，並提出此一系統發展之遊戲式激勵機制應用於企業員工日語教育訓練學習時的建議。
研究結果發現，使用「具遊戲式激勵機制之影片日語學習系統」有助於提升以下學習意願及成效：(1)整體學習者的學習行為、學習成效、學習動機及沉浸經驗；(2)有遊戲經驗學習者的學習行為及學習成效；(3)沒有遊戲經驗學習者的學習行為、學習動機及沉浸經驗；(4)有日語證照學習者的學習行為及沉浸經驗；(5)沒有日語證照學習者的學習行為、學習成效、學習動機及沉浸經驗。
在各項遊戲式激勵機制功能與學習成效相關分析方面，小動物故事閱讀次數、寶箱使用次數、學習回饋取得次數與學習成效呈現高度正相關；排行榜總分、查看成就次數、查看排行榜次數、小窩使用次數、挑戰關卡次數及小動物升級次數與學習成效呈現中度正相關。
In recent years, the use of digital learning to assist employees in education and training has become a development trend. However, when companies conduct digital learning for in-service training, it was found that employees` willingness to learn is relatively low. So it is necessary to design motivate mechanisms to assist learning and enhance learning motivation. Many studies have pointed out that game elements and motivate mechanisms can help improve learning motivation and effectiveness. However, most companies currently use motivate mechanisms to improve corporate organizational performance, and very few studies have been applied to improve language learning and training. This study hopes to fill this research gap. Therefore, this study developed a Japanese video learning system with the game-based motivate mechanisms to assist enterprise employees to improve Japanese language learning performance.
This research uses a quasi-experimental research method to conduct an experiment with 54 employees of the Aiming Inc Taiwan Branch as the research subjects. They were randomly assigned as the experimental and control groups respectively using Japanese video learning system with game-based motivate mechanisms and without game-based motivate mechanisms to support their Japanese learning. A pre-test was conducted before the beginning of the experiment, a first questionnaire was conducted in the middle of the experiment, a post-test, a second questionnaire and interview were conducted after the end of the experiment, and a delayed test was conducted one month later that had ended the experiment. This study examines whether this system can help enterprise employees improve the learning behavior, learning performance, learning motivation, and flow experience of learning Japanese. Besides, some suggestions about how to apply this system to assist enterprise employees’ to Japanese learning are also proposed in this study.
This study found that the use of the Japanese video learning system with the game-based motivate mechanisms can help learners enhance the following learning intentions and performance: (1) The learning behavior, learning effectiveness, learning motivation and immersion experience of the overall learners; (2) Learning behavior and learning effectiveness of learners with game experience; (3) The learning behavior, learning motivation and immersion experience of learners without game experience; (4) The learning behavior and immersion experience of learners with Japanese certification; (5) The learning behavior, learning effectiveness, learning motivation and immersion experience of learners without Japanese certification.
To examine the correlations between the usage frequency of various game-based motivate mechanisms and learning performance, this study found that the animal story reading frequency, the treasure chest usage frequency, and the learning feedback frequency are highly correlated with learning performance; the score of the leaderboard, the view achievement frequency, the view leaderboard frequency, the nest usage frequency, the challenge levels usage frequency, and the animal upgrade frequency are moderately related to the learning performance. |
| Reference: | 中文文獻
2018年臺灣大型企業人才國際化及外語職能管理調查報告，上網日期2019年5月30日，檢自：http://www.toeic.com.tw/img_report_2019/2018report.pdf
Alison Yeh（2014）。【Viking Bar 專欄】社群行銷術再進化：超簡單四招「遊戲法」留住你的客人，上網日期2019年11月12日，檢自：https://buzzorange.com/techorange/2014/08/04/what-is-gamification/
王敬詠（2012）。應用電腦冒險遊戲式學習於專業英文課程對提升學習成效、學習動機與態度之影響。新北市：淡江大學。
王維聰、王建喬（2012）。數位遊戲式學習系統。科學發展467期，46-51。
投審會108年2月份核准僑外投資、陸資來臺投資、國外投資、對中國大陸投資統計月報，上網日期2019年6月6日，檢自：https://www.moeaic.gov.tw/news.view?do=data&id=1343&lang=ch&type=business_ann
李瑄（2011）。以本體論為基礎的中文成語練習系統之研究。台北市：政治大學。
余秀珍（2014）。數位遊戲經驗與問題解決表現關係之研究以國小六年級學童為例。新竹市：交通大學。
周郁凱（2017）。遊戲化實戰全書：遊戲化大師教你把工作、教學、健身、行銷、產品設計……變遊戲，愈好玩就愈有吸引力！。台北市：城邦商業周刊。
周臻麟（2016）。旁觀者的心流：探討遊戲經驗與參與動機對遊戲旁觀者的心流經驗之影響。新竹市：交通大學。
林美鳳（2018）。影片標註學習暨複習系統輔以單字學習機制對於英語聽力理解成效之影響研究。台北市：政治大學。
林淑媛（2018）。行動載具輔助國中英語自主學習。國家教育研究院教育脈動電子期刊第15期，1-10。
林詩紜（2014）。行動遊戲學習系統對學習動機與成效之影響─以英語學習為例。雲林縣：雲林科技大學。
林燕萍（1994）。直銷商獎酬制度之激勵效果分析。臺北市：臺灣大學。
林璟（2003）。幼兒英語教學光碟評鑑指標之研究。台北市：政治大學。
俞依秀（1995）。詞條名稱：激勵理論。圖書館學與資訊科學大辭典。
高來弟（2014）。電腦輔助學習對生字學習成效之行動研究—以國小二年級低成就學童為例。桃園市：萬能科技大學。
高苡晴（2018）。遊戲化機制之合作閱讀標註系統對於閱讀理解成效之影響研究。台北市：政治大學。
高婕心（2018）。社群媒體的遊戲化活動設計對於綠色飲食消費行為與意識的影響。台北市：大同大學。
高瑜璟（2006）。數位學習－學習的新趨勢。網路社會學通訊期刊，第57期。
張春興（2013）。教育心理學－三化取向的理論與實踐。台北：東華。
張淳恩（2017）。提升公共運輸使用率之遊戲化激勵機制設計與評估。新竹市：國立交通大學。
教育部國語辭典 詞條名稱：激勵，上網日期2019年6月22日，檢自：https://pedia.cloud.edu.tw/Entry/Detail/?title=%E6%BF%80%E5%8B%B5
莊耀嘉（1990）。馬斯洛。台北：桂冠。
陳定國（2003）。現代企業管理。臺北市：三民。
陳怡安（2002）。線上遊戲的魅力－以重度玩家為例。嘉義縣：南華大學。
陳姿君（2015）。合作閱讀標註系統之遊戲化激勵機制對於提升同儕互動與閱讀理解成效的影響研究。台北市：政治大學。
陳慶峰（2001）。從心流理論探討線上遊戲參與者之網路使用行為。嘉義縣：南華大學。
游智勝（2011）。臺灣大百科全書-電腦輔助學習。上網日期2019年11月12日，檢自：http://nrch.culture.tw/twpedia.aspx?id=25400
楊雅雯（2017）。玩中學－數位遊戲式學習。臺灣教育評論月刊，6（9），300-302。
黃士軒（2016）。企業員工外語學習認知負荷影響因素之研究。社會科學院勞工關係學系碩士論文。臺北市：中國文化大學。
黃俞嘉（2014）。衡量員工價值主張之初探研究。高雄市：中山大學。
黃剛銘（2003）。虛擬社群激勵機制之研究。嘉義縣：南華大學。
黃剛銘（2003）。虛擬社群激勵機制之研究。嘉義縣：南華綜合大學。
溫如梅（2019）。遊戲化華語教學之研究—以創意思考螺旋融入教育桌遊為例。桃園縣：中央大學。
廖維鵬（2014）。一個根據答題結果產生練習題目的英文輔助學習系統。台中市：逢甲大學。
臺灣日本關係協會 2018年臺日經濟貿易概況，上網日期2019年5月31日，檢自：https://www.mofa.gov.tw/aear/NewsNoDept.aspx?n=61CC97AE87C22D21&sms=516A8B4F29B6AA51
褚麗絹、黃剛銘、蔡坤哲（2004）。網路虛擬社群激勵機制之研究。出版與管理研究，1(1)，61-78。
劉穎真（2013）。扯鈴選手賽前焦慮、流暢經驗與運動表現關係之研究。台東縣：臺東大學。
蔡怡玉（2005）。電腦輔助教學對國小閱讀理解困難學生教學成效之研究。臺南市：臺南大學。
蔡昌智（2005）。不同激勵機制對網路學習活動參與程度之影響。臺南市：臺南大學。
鄭鈺閩（2019）。遊戲難度動態調整對高齡者進行遊戲化運動參與意願的影響—以靜態臥式腳踏車為例。台北市：大同大學。
盧淑玲（2018）。運用摘要策略提升技術型高中學生閱讀理解學習動機與學習成效之研究。台北市：臺北科技大學。
蕭天祐（2015）。遊戲式翻轉教學數位遊戲之動機激發與問題導引對科學概念建構之影響以國中理化科為例。新竹市：交通大學。
賴怡伶（2016）。桌上遊戲應用於提升特殊需求幼兒社會互動技巧之行動研究。屏東縣：屏東大學。
顏百鴻（2009）。不同激勵機制對國小六年級學童網路學習意願、參與程度及滿意度之影響。台南市：國立台南大學。
羅湘晴（2010）。激勵理論應用的探討。台北市：實踐大學。
蘇怡甄（2018）。影片標註聽力複習系統輔助英語聽力訓練成效之有效行為模式研究。台北市：政治大學。
蘇欣欣（2014）。多媒體影音教材之學習注意力引導對於提升學習成效的影響研究。台北市：政治大學。
英文文獻
Abu-Dawood, S. (2016). The cognitive and social motivational affordances of gamification in e-learning environment. 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), 373-375.
Abuhamdeh, S., & Csikszentmihalyi, M. (2012). The importance of challenge for the enjoyment of intrinsically motivated, goal-directed activities. Personality and Social Psychology Bulletin, 38(3), 317-330.
Alyaz, Y., & Genc, Z. S. (2016). Digital game‐based language learning in foreign language teacher education. Turkish Online Journal of Distance Education, 17, 130-146.
Alyaz, Y., Spaniel‐Weise, D., & Gursoy, E. (2017). A study on using serious games in teaching German as aforeign language. Journal of Education and Learning, 6, 250-264.
Annetta, L. A. (2008). Video games in education: why they should be used and how they are being used. Theory Into Practice, 47(3), 229-239.
Barata, G., Gama, S., Jorge, J., & Goncalves, D. (2017). Studying student differentiation in gamified education: A long-term study. Computers in Human Behavior, 71, 550-585.
Beatty, K. (2003). Teaching and researching computer-assisted language learning. New York: Longman.
Benson, P., & Chik, A. (2010). New literacies and autonomy in foreign language learning. In M. J. Lúzon, M. N.Ruiz‐Madrid, & M. L. Villanueva (Eds.), Digital genres, new literacies and autonomy in language learning(pp. 63-80). Newcastle, UK: Cambridge Scholars Publishing.
Bruner, J. S. (1978). Nature and uses of immaturity. In: Bruner, J. S., Jolly, A. & Sylva, K. (eds.), Play: its role in development and evolution, (pp. 28-64). Middlesex: Penguin Books.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.
Charles, C. (2007). The game of work: how to enjoy work as much as play. Gibbs Smith.
Chen, C. M. & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121.
Chen, C. M. & Chen, I. C. (2018). The effects of video-annotated listening review mechanism on promoting EFL listening comprehension. 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI), 146-151.
Chen, C. M., Li, M. C., & Chen, T. C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers & Education, 144, 103697.
Cheng, M‐T., She, H‐C., & Annetta, L. A. (2014). Game immersion experience: its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning.
Chik, A. (2011). Learner autonomy development through digital gameplay. Digital Culture & Education, 3, 30-45.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.
Chiu, Y. H. (2013). Computer-assisted second language vocabulary instruction: A metaanalysis. British Journal of Educational Technology, 44(2), E52–E56.
Chun, D. M. & Brandl, K. K. (1992). Beyond form-based drill and practice: Meaning-enhanced CALL on the Macintosh. Foreign Language Annals, 25(3), 255-267.
Chun, D. M., & Payne, J. S. (2004). What makes students click: Working memory and look-up behavior. System, 32(4), 481-503.
Colpaert, J. (2012). The ‘‘Publish and Perish’’ syndrome. Computer Assisted Language Learning, 25(5), 383-391.
Colpaert, J. (2016). Big content in an educational engineering approach. Journal of Technology and Chinese Language Teaching, 7(1), 1-14.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of play in work and games. San Francisco: Jossey-Bass.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.
Csikszentmihalyi, M., & Csikszentmihalyi, I, S,. (1988). Optimal experience: psychological studies of flow in consciousness. Cambridge University Press.
Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of personality and social psychology, 56(5), 815-822.
Davies, G. & Steel, D. (1981). First steps in computer-assisted language learning at ealing college of higher education. Micros in Modern Languages, Educational Computing, 30-31.
Davis, K. (1972). Human relations at work: The dynamics of organizational behavior. New York: McGraw-Hill.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113.
Deterding, S. (2012), Gamification: Designing for motivation. Interactions, 19(4), 14-17.
Dewey, J. (1913). Interest & Effort in Education. Cambridge, MA: Riverside Press.
Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
Egbert, J. L., & Petrie, G. M. (2005). CALL Research Perspectives. Mahwah New Jersey: Lawrence Erlbaum Associates.
Encyclopedia Britannica - Motivation , Retrieved June, 23, 2019, from: https://www.britannica.com/topic/motivation
Fastre, G., Verjans, M., Martin, N., Janssenswillen, G., Gelan, A., Fastré, G., … Thomas, M. (2018). Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project. Computer Assisted Language Learning, 31(3), 294-319.
Feiz, P., Hooman, H. A., & kooshki, S. (2013). Assessing the motivated strategies for learning questionnaire (MSLQ) in iranian students: construct validity and reliability. Procedia - Social and Behavioral Sciences, 84, 1820-1825.
Felder, R. M., & Silverman, L. K. (1988). Learning styles and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
Fischer, R. (2007). How do we know what students are actually doing? Monitoring students` behavior in CALL. Computer Assisted Language Learning, 20(5), 409-442.
Fischer, R. (2012). Diversity in learner usage patterns computer-assisted language learning. In Glenn Stockwell. IN: G. Stockwell (ed.), Computer-assisted language learning: diversity in research and practice (pp.14-32). Cambridge University Press.
Franciosi, S. J., Yagi, J., Tomoshige, Y., & Ye, S. (2016). The effect of a simple simulation game on long‐termvocabulary retention. CALICO Journal, 33, 335-379.
Garris, R., Ahlers, R., & Driskell, J. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Ghani, A. J., & Deshpande, P. S.(1994). Task characteristics and the experience of optimal flow in human-computer interaction, The Journal of Psychology, 128(4), 381-391.
Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior, 71, 469-478.
Hamari, J., Koivisto, J., & Sarsa, H.(2014). Does gamification work? - A literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences, 3025-3034.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction,effort, and academic performance. Computers & Education, 80, 152-161.
Hegelheimer, V., & Chapelle, C. (2000). Methodological issues in research on learner-computer interactions in call. Language Learning & Technology, 4(1), 41-59.
Herselman, M. E. (1999). South African resource-deprived learners benefit from CALL through the medium of computer games. Computer Assisted Language Learning, 12(3), 197-218.
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. W. (2016). Engaging asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92-93, 221-236.
Hoffman, D., & Novak, P. T.(1997). Marketing in hypermedia computer-mediated environments conceptual foundations, Journal of Marketing, 60, 50-68.
Hsieh, Y. H., Lin, Y. C., &; Hou, H. T. (2013). Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students` game-based learning. Interactive Learning Environments, 24(1), 1-16.
Huang, B., & Hew, K. F. (2015). Do points, badges and leaderboards increase learning and activity: A quasi-experiment on the effects of gamification. 23rd International Conference on Computers in Education.
Huizenga, J., Admiraal, W., Akkerman, S., &; Dam, G. (2009). Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
Hung, H., Yang, J. C., Hwang, G., Chu, H., & Wang, C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students` learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
Ibrahim, K. (2019). Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics. Foreign Language Annals, 52(2), 335-357.
Jensen, S. H. (2017). Gaming as an English language learning resource among young children in Denmark .CALICO Journal, 34, 1-19.
Kappen, D. L., & Nacke, L. E. (2013). The kaleidoscope of effective gamification: deconstructing gamification in business applications. IN: Lennart Nacke, (Eds.), Proceedings of the first international conference on gameful design, research, and applications (pp.119-122). New York, NY: ACM.
Kast, F. E., & Rosenzweig, J. E. (1979). Organization and management: A systems and contingency approach. New York: McGraw-Hill.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internetand higher education, 8(1), 13-24
Koufaris, M. (2002). Applying the technology acceptance model and flow theory to online consumer behavior. Information Systems Research, 13(2), 205-223.
Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37.
Lacasa, P., Martínez, R., & Méndez, L. (2008). Developing new literacies using commercial videogames aseducational tools. Linguistics and Education, 19, 85-106.
Lee, H., & Lee, J. H. (2013). Implementing glossing in mobile-assisted language learning environments: directions and outlook. Language Learning & Technology, 17(3), 6-22.
Levy, M. (1997) CALL: Context and conceptualization. Oxford: Oxford University Press.
Levy, M.& Hubbard, P.(2005), Why call CALL ‘CALL’ ?. Computer Assisted Language Learning, 18(3), 143-149.
Li, W., Grossman, T., & Fitzmaurice, G. (2012). Gamicad: a gamified tutorial system for first time autocad users. 25th annual ACM symposium on User interface software and technology. 103-112.
Lipstein, R., & Renninger, K. A. (2006). “Putting things into words”:12-15-year-old students’ interest for writing. Studies in Writing. 113-140.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.
Mitchell, M. (1993). Situational interest: its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology. 85, 424-436.
Moneta, B. G. & Csikszentmihalyi, M.(1996). The effect of perceived challenges and skills on the quality of subjective experience. Journal of Personality, 64(2), 275-310.
Muntean, C. I. (2011). Raising engagement in e-learning through gamification. In Proc. 6th International Conference on Virtual Learning ICVL. 323-329.
Newgarden, K., & Zheng, D. (2016). Recurrent languaging activities in world of warcraft: Skilled linguisticaction meets the common european framework of reference. ReCALL, 28, 274-304.
Nieweg, M. R. (2004). Case study: Innovative assessment and curriculum redesign. Assessment & Evaluation in Higher Education, 29(2), 203-214.
Park, J., Liu, D., Yi, MY., & Santhanam, R. (2019). GAMESIT: A gamified system for information technology training. Computers & Education, 142, 103643.
Pellas, N., Konstantinou, N., Kazanidis, I., & Georgiou, G. (2016). Exploring the educational potential of threedimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education & Information Technologies, 22(5), 2235-2279.
Peterson, M. (2010). Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439.
Peterson, M. (2016). The use of massively multiplayer online role-playing games in CALL: An analysis of research. Computer Assisted Language Learning, 29(7), 1181-1194.
Phipps, L., Alvarez, V., de Freitas, S., Wong, K., Baker, M., & Pettit, J. (2016). Conserv-AR: A virtual and augmented reality mobile game to enhance students’ awareness of wildlife conservation in western australia. 15th World Conference on Mobile and Contextual Learning (mLearn 2016), 1, 214-217.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor. Michigan, 48109, 1259.
Prensky, M. (2007). Digital game-based learning. Paragon House.
Robertson, J., & Howell, C. (2008). Computer game design: Opportunities for successful learning. Computers and Education, 50(2), 559-578.
Ryu, D. (2013). Play to learn, learn to play: Language learning through gaming culture. Re CALL, 25, 286-301.
Sabourin, J. L., & Lester, J. C. (2014). Affect and engagement in game-based learning environments. IEEE Transactions on Affective Computing, 5(1), 45-56.
Scholz, K. (2017). Encouraging free play: Extramural digital game‐based language learning as a complex adaptivesystem. CALICO Journal, 34, 39-57.
Schüler, J., & Brunner, S. (2009). The rewarding effect of flow experience on performance in a marathon race. Psychology of Sport and Exercise, 10(1), 168-174.
Schunk, D. H. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82, 3-6.
Sherry, J. L. (2004). Flow and media enjoyment. Communication Theory, 14(4), 328-347.
Shute, V. J., Ventura, M. & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67
Smith, L., & Mann, S. (2002). Playing the game: A model for gameness in interactive game based learning. Researchgate.
Squire, K. D. (2002). Cultural framing of computer/video games. Game Studies, 2(1).
Squire, K. D. (2008). Video games and education: Designing learning systems for an interactive age. Educational Technology, 48(2), 17-26.
Steinkuehler, C. (2007). Massively multiplayer online gaming as a constellation of literacy practices. E-Learning, 4, 297-318.
Sundqvist, P., & Wikström, P. (2015). Out‐of‐school digital gameplay and in‐school L2 English vocabulary outcomes. System, 51, 65-76.
Sylvén, P., & Sundqvist, P. (2012). Gaming as extramural English FL learning and FL proficiency among young learners. ReCALL, 24, 302-321.
The Economist. Johnson: What is a foreign language worth?, Retrieved June, 3, 2019, from: https://www.economist.com/prospero/2014/03/11/johnson-what-is-a-foreign-language-worth
Thissen, B. A. K., Menninghaus, W. & Schlotz, W. (2018). Measuring optimal reading experiences: The reading flow short scale. Frontiers in Psychology.
Thorne, S. L., Fischer, I., & Lu, X. (2012). The semiotic ecology and linguistic complexity of an online gameworld. ReCALL, 24, 279-301.
Tsay, C. H. H., Kofinas, A. & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education. 121, 1-17.
Underwood, J. D. and Underwood, G. (1984), Computer‐assisted learning in reading adapting software to classroom needs. Reading, 18, 89-97.
Van, R. R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297.
Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning : A literature review. CEUR Workshop Proceedings. 955.
Vollmeyer, R., & Rheinberg, F. (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review. 18, 239-253.
Vroom, V. (1964). Work and Motivation. New York: Wiley and Sons.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. MA: Harvard University Press.
Wang, C. C., & Hsu, M. C. (2014). An exploratory study using inexpensive electroencephalography (EEG) to understand flow experience in computer-based instruction. Information & Management, 51(7), 912-923.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57-71.
Weber, R., Tamborini, R., Westcott‐Baker, A., &; Kantor, B. (2009). Theorizing flow and media enjoyment as cognitive synchronization of attentional and reward networks. Communication Theory, 19(4), 397-422.
Webster, J., Trevino, K. L., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in Human Behavior, 9(4), 411-426.
Weibel, D., & Wissmath, B. (2011). Immersion in computer games: the role of spatial presence and flow. International Journal of Computer Games Technology, 2011, 14.
Wilkinson, P. (2016). A brief history of serious games (Eds.). Entertainment computing and serious games (pp. 17-41). Cham: Springer.
Wold, K. A. (2011). Blending theories for instructional design: Creating and implementing the structure, environment, experience, and people (SEEP) model. Computer Assisted Language Learning, 24(4), 371-382.
Yoo, Y., Lee, H., Jo, I.-H., & Park, Y. (2015). Educational dashboards for smart learning: Review of case studies (Eds.). Emerging issues in smart learning (pp. 145-155). Berlin: Springer.
Zheng, D., Newgarden, K., & Young, M. (2012). Multimodal analysis of language learning in World of Warcraft play: Languaging as values‐realizing. ReCALL, 24(3), 339-360. |
| Description: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
107913012 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0107913012 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202000488 |
| Appears in Collections: | [圖書資訊學數位碩士在職專班] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 301201.pdf | | 6280Kb | Adobe PDF2 | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
