selection criteria. Next, the selection criteria in this study were heavily drawn upon the findings proposed by Cowan (1974), Lu (2005), and Wood (2001).
Many other beneficial selection dimensions and criteria in the literature were excluded. Hence, it is recommended that future research should explore more dimensions and criteria from various directions. At last, the measurements with the ranking of the selection criteria were not enough to completely present the sound selection criteria on game-based vocabulary learning. Therefore, other more effective measurements could be adopted to rank the selection criteria.
References
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Baker, I.,& Haynes, M. (1993). American and Chinese readers learning from lexical familiarization in English texts. In Coady, J., Haynes, M., & Huckin, T, (Eds.) Second language reading and vocabulary acquisition (pp. 130-152). Norwood, NJ: Ablex.
Bates, A. W. (2000). Managing technological change. Strategies for college and university leaders. San Francisco: Jossey-Bass
Betz, J. A. (1995). Computer games: Increases learning in an interactive
multidisciplinary environment Journal of Educational Technology Systems 24 195–205.
Blake, R. (1994). Perception (3rd eds.) Alfred A Knopf, New York.
Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. International Reading Association, 10, 528-537.
Carnine, D. W., Kameenui, E. J., & Freschi, R. (1982). Effects of text construction
and instructional procedures for teaching word meanings on comprehension and recall. Reading Research Quarterly, 17, 367-388.
Carol, A. C. (2001). Computer applications in second language acquisition:
foundations for teaching, testing and research. Cambridge: Cambridge University Press.
Carroll, J. M. (1982). The adventure of getting to know a computer IEEE Computer 15 49–58.
Chamot, A. U., & O’Malley, J. M. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Cheska, A., & Blanchard, J. S.(1985). The Anthropology of Sport: an Introduction Bergin and Garvey Publishers Inc., Massachusetts.
Chun, D., & Brandl, K. K. (1992). Beyond form-based drill and practice:
Meaning-enhancing CALL on the Macintosh. Foreign Language Annals, 25(3), 255-265.
Coady, J., Magoto, J., Graney, J., Mokhtari, K., & Hubbard, P (1993). High frequency vocabulary and reading proficiency in ESL readers. In Coady, J., Haynes, M., &
Huckin, J. (Eds.), Second language reading and vocabulary acquisition ( pp.130-152). Norwood, NJ: Ablex.
Coady, J.(1993), & Nation, I. S. P. (1990). Teaching and learning vocabulary.Rowley, MA:Newbury House.(1993). Vocabulary size, growth, and use.
Cohen, A. D., & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3,221-236.
Conati, C. (2002)Probabilistic Assessment of User’s Emotions in Educational Games.
Journal of Applied Artificial Intelligence, “Merging Cognition and Affect in HCI”
Cordova, D. I., & Lepper, M. R. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion 16 187–208.
Cowan, J. (1974). What are the essential features of a successful academic game?
SAGSET Journal, 4(2), 17-22.
Cunningham, D. (1998). 25 years of technology in language teaching: A personal experience. Babel: Journal of the Australian Federation of Modern Language Teacher’s Associations, 33(1), 4-7, 35.
David, B., Michael, B. , & Andrew, W. (1979). Games for Language Learning.
Cambridge: Cambridge University Press.
Dev, P. C. (1997). Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher? Remedial and Special Education, 18(1), 12-19
Dunkel, P. (1990). Implications of the CAI effectiveness research for limited English proficient learners. Computers in the Schools, 7(1/2), 31-52.
Fisher, A., & Schultz, M. (1998). Games for all reasons: interacting in the language classroom (Reading, MA, Addison-Wesley).
Gardner, R. C. (1985). Social Psychology and Second Language Learning. Edward Arnold, London.
Griffiths, C., & Parr, J. M. (2001). Language-learning strategies: Theory and perception. ELT Journal, 53(3), 247-254.
Gros, B. (2003). The impact of digital games in education. Retrieved October 17, 2003, from http:// www.firstmonday.dk/issue/issue8_7/xyzgros/
Gu, Y, (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. (ERIC Document Reproduction Service No. ED 370 411)
Gu, P. Y. (2005). Learning strategies: Prototypical core and dimensions of variation.
Retrieved December 12, 2005, from
http://www.crie..org.nz/research_paper/Peter_Gu.pdf.
Hadfield, J. (1990) A collection of games and activities for low to mid-intermediate students of English. Intermediate Communication Games. Hong Kong: Thomas and Nelson and Nelson and Sons Ltd.
Hoffman, S. (1995/1996). Computers and instructional design in foreign language/ESL instruction. TESOL Journal, 5(2), 24-29.
Holmes, V. (n. d.). Vocabulary Building Games. Retrieved March 28, 2010, http://www.ehow.com/list_5931737_vocabulary-building-games.html Hsieh, Tien-Chang, Tseng, Fan-Chuan, & Wu, Mei-Yi (2010). A study on the vital
function factors around campus and the implementation of the platform. (in Chinese)
Hulstijn, J. H. (1997). Mnemonic methods in foreign language vocabulary learning.
In Coady, J., & Huckin, T. (Eds.). Second language learning acquisition (pp.
203-224). Cambridge: Cambridge University Press.
Hung, H. C. , & Young S. C (2010). Constructing the game-based learning
environment on handheld devices to Facilitate English vocabulary learning.
Paper presented at the Seventh IEEE International Conferences On Advanced Learning Technologies.
Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary.
Reading in a Foreign Language, 17(1). Retrieved June 20, 2009, from http://nflrc.hawaii.edu/rfl/April2005/hunt/hunt.html
Iandoli, L, J. (1990). CALL and the profession: The current state. French Review,64(2),261-272
Jones, F. (1991). Mickey Mouse and the state of the art: Program sophistication and classroom methodology in communicative CALL. System, 19(1-2), 1-13.
Jones, G., & Meara, P. (1989). The Eurocentres vocabulary tests 10KA. Eurocentres, Zurich.
Kirriemuir, & McFarlane, A. (2004). Literature Review in Games and Learning. A Report of NESTA Futurelab.
Koda, K. (1989). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22, 529-540.
Kramer, W. (2000). What is a game? Available from: http://
www.thegamesjournal.com/articles/WhatIsaGame.shtml.
Kramsch, C.,& Andersen, R. (1999). Teaching text and context through multimedia.
Language Learning and Technology, 2(2), 31-42. Retrieved February 13, 2001 From http://llt.msu.edu/vol2num2/article1/index.html
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73(4), 440-464.
Krasilovsky, P. (1996). A child’s garden of virtual reality, American Demographics, 1996 (September), 20-22.
Lee, W. R. (1986). Language teaching games and contests. Oxford: OxfordUniversity Press.
Lewis, M. (1997). Implementing the lexical approach. Hove, England: LTP.
Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. International Review of Applied Linguistics, 24(1).
Laufer, B. (1991). How much lexis is necessary for reading comprehension? In P. J.
L. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp.
126-132). Basingstoke: Macmillan.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In H.
Bejoint & P. Arnaud (Eds.), Vocabulary and Applied Linguistics (pp. 126-132).
London: MacMillan.
Laufer, B.(1997) . The Lexical Plight in Second Language Reading. In J. Coady & T.
Huckin (Eds.), Second language learning acquisition. Cambridge: Cambridge University Press.
Lepper, M. R., & Malone, T. W. (1987). Making learning fun: A taxonomy of
intrinsic motivations for learning in Snow, R. E., & Farr, M. J. (eds.). Aptitude, learning and instruction III: Cognitive and affective process analysis Erlbaum, Hillsdale, NJ.
Lin, L. (2001). Taiwanese Children’s EFL Vocabulary Learning Strategies. Master’s thesis. National Tsinghua University, Hsinchu.
Liu, M. (1994). Hypermedia assisted instruction and second language learning:
A semantic-network-based approach. Computers in the Schools, 10(3/4),439-450
Lu, Yu-ling (2005). The corroborative study on Taiwanese cuisine and e-learning system. Project report NSC92-2524-S-152-001- (in Chinese).
Macaro, E. (2005). Learning strategies in second and foreign language classrooms.
London: Continuum.
Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games Technical Report CIS-7 Xerox PARC, Palo Alto.
Malone, T. W. (1981a). Toward a theory of intrinsically motivating instruction Cognitive Science 5 333–369.
Malone, T. W. (1981b). What makes computer games fun? Byte 6 258–277.
Malone, T. W. (1984). Heuristics for design enjoyable user Interfaces: Lessons from computer games in Thomas J C and Schneider M L (eds.) Human Factors in Computer Systems Ablex, Norwood NJ, 1–12.
Nation, I. S. P. (1983). Learning and teaching vocabulary. NZ: Wellington, Victoria University.
Nation, I. S. P. (1990). Teaching and learning vocabulary.Rowley, MA:Newbury House.(1993). Vocabulary size, growth, and use.
Nation, P. (1993). Teaching and learning vocabulary. Victoria University of Wellington: English Language Institute.
Neal, L. (1990). Implications of computer games for system design in Diaper D, Gilmore D, Cockton.
Nguyen, T. T. H., & Khuat, T. T. N. (2003). The effectiveness of learning vocabulary through games, Asian EFL Journal Quarterly, 5(4). Available online at: http://
www. Asian-efl-journal.com/dec_03_vn.pdf
Norman, D. A. (2001). The future of education: Lessons learned from videogames and museums exhibits, viewed August 28 2001,
http://www.jnd.org/dn.mss/NorthwesternCommemcement.html.
Norman, D. A. (2001b). Learning from the success of computer games, viewed August 29 2001, http://www.jnd.org/dn.mss/ComputerGames.html.
Perfetti, C. A., Beck, I. L., & Mckeown, M. G. (1982). Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall. Journal of Educational Psychology, 74, 506-521.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Pusack, J. P., & Otto, S. K. (1990). Applying Instructional technologies. Foreign Language Annals, 23(5), 409-417.
Quinn, C. N. (1994). Designing educational computer games in Beattie K, McNaught, C., & Wills, S. (eds.). Interactive multimedia in University Education:
Designing for change in teaching and Learning Elsevier Science BV, Amsterdam, 45–57.
Quinn, C. N. (1997). Engaging Learning. Instructional Technology Forum
(itforum@uga.cc.-uga.edu;http://itech1.coe.uga/itforum/paper18/paper18.html).
Reigeluth, C. M. (1996). A new paradigm of ISD? Educational Technology, 36(3), 13-20.
Richards, J. (1976). The role of vocabulary teaching. TESOL Quarterly.
Rieber, L. P. (1995). A historical review of visualisation in human cognition.
Educational Technology, Research and Development 43 45–56.
Rieber, L.P. (1996). Seriously considering play: Designing interactive learning environment based on the blending of microworlds, simulations, and games.
Educational Technology, Research and Development, 44(2), 43-58.
Rivers, R. (1990). The role of games and cognitive models in the understanding of complex dynamic systems in Diaper, D.; Gilmore, D.; Cockton, G., & Shackel, B. (eds.). Human-Computer Interaction—Proceedings of INTERACT ’90 Proceedings of INTERACT ’90, Elsevier, North Holland. 87–92.
Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 2,117-131.
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.), Learning strategies and language learning. Englewood Cliffs, NJ: Prentice Hall.
Sasson, D. (2008, May 21). End of the Year Vocabulary Games: Tips and Strategies
for Creating Fun Word and Sentence Games. Retrieved December 20, 2009, NESTA Futurelab, “Literature Review in Games and Learning”.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.199-227).
Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. NY: Cambridge University Press.
Sekuler, R., & Blake, R. (1994). Perception (3rd eds) Alfred A Knopf, New York.
Shen, W. (2003). Current trends of vocabulary teaching and learning strategies for EFL setting. Feng Chia Journal of Humanities and Social Science, 7,187-224.
Sokmen, A. (1997). Current trends in teaching second language vocabulary. In McCarthy, M.,& Schmitt, N. (Eds.). Vocabulary: Description, acquisition, and pedagogy (pp. 237-257). Cambridge: Cambridge University Press.
Stahl, S. (1983). Differential word knowledge and reading comprehension. Journal of Reading Behaviour, 15, 33-50.
Thomas, P. ,& Macredie, R. (1994). Games and the design of human-computer interfaces Educational Technology 31 134–142.
Wenden, A, L.(1987). Learner development in language learning. Applied Linguistics, 23(1), 32-55.
Wolff, D., & Legenhausen, L. (1990). CALL in use- use of CALL: Evaluating CALL software. System, 18(1), 1-14.
Wood, J. (2001) Can software support children’s vocabulary development?
Young, E. (2005). The language of science, the language of students: Bridging the gap with engaged learning vocabulary strategies. Science Activities, 42, 12-17.
Zimmerman, C B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language learning acquisition. Cambridge: Cambridge University Press.
Appendix A
敬愛的老師，您好：
首先感謝您撥冗協助填答此份問卷，盼望藉由您對國中英語教學的經驗和研究，提供您對針對針對針對國中學生的數位針對國中學生的數位國中學生的數位英語字國中學生的數位英語字英語字英語字彙彙彙彙遊戲軟體遊戲軟體遊戲軟體遊戲軟體的評 估準則之寶貴意見。
本研究之問卷以德菲法( Delphi Methods)方式，希望藉由專家學者寶貴的意見，並透過本研究找出針對針對針對國中學生的數位針對國中學生的數位國中學生的數位英語字國中學生的數位英語字英語字英語字彙彙彙彙遊戲遊戲遊戲遊戲 軟體軟體軟體
軟體的評估影響因子，作為針對針對針對國中學生的數位針對國中學生的數位國中學生的數位英語字國中學生的數位英語字英語字彙英語字彙彙彙遊戲軟體遊戲軟體遊戲軟體遊戲軟體選擇之參考。
懇請您就針對針對針對國中學生的數位針對國中學生的數位國中學生的數位英語字國中學生的數位英語字英語字彙英語字彙彙遊戲軟體彙遊戲軟體遊戲軟體，提供您專業的見解，本研究極需您的協助與指導，敬請撥冗惠賜指正。 遊戲軟體
恭祝 教安！
中華大學資訊管理研究所 指導教授：羅 家 駿 博士
研 究 生：陳 文 鳳 謹上
◎第一部份◎
（
（
（
（一一一一））））個人基本資料個人基本資料個人基本資料個人基本資料：：：：
1、性 別: 男 女
2、年 齡: 30歲以下 31-40 歲 41-50 歲 51 歲以上 3、最高學歷: 專科 大學 碩士 博士
4、從事國中英語教學年資: 5年以下 6~10年 11~15年 16~20年 21年以上
5. 是否在教學上使用過數位學習軟體：經常 有時 不曾 (沒使用過的原因： ) 若答「不曾」，請直接跳至第二部份。
6. 是否在教學上使用過數位遊戲式學習軟體：經常 有時 不曾 (沒使用過的原因： ) 若答「不曾」，請直接跳至第二部份。
7. 是否在教學上使用過數位英語字彙遊戲軟體：經常 有時 不曾 (沒使用過的原因： ) 若答「不曾」，請直接跳至第二部份。
《填答說明》：本部份共有7題，主要詢問個人基本資料個人基本資料個人基本資料個人基本資料。所有資料僅供統計分析統計分析統計分析之用，絕不會外流，請安心填答，不勝感激。以下每一題統計分析 請您根據本身實際的情況，在內選適當的答案。請您每一題都要填答，謝謝您的合作！
◎第二部份◎
評估準則評估準則評估準則 評估準則
非 非 非 非 常 常 常 常 不 不 不 不 重 重 重 重 要 要 要 要
1 1 1
1 2222 33 33 4444 55 55 66 66 7777 8888 9999 非 非非 非 常 常常 常 重 重重 重 要 要要 要 10 1010 10 1.1.1 教材學習內容豐富正確 1.1.2 教材學習內容引發學習動機 1.1.3 教材有明確教學對象 1.1.4 教材與生活情境結合 1.1.5 教材與學校課程結合 1.1.6 教材結合學生舊經驗 1.1.7 教材符合社會需要和潮流 1.1.8 教材融入社會議題 1.教學層面 1.1 教材適切性
1.1.9 教材內容依難易度順序編排
《填答說明》：
本部份總共有66個單選題，請就下列各項針對針對針對針對國中學生的數位國中學生的數位國中學生的數位國中學生的數位英語字英語字英語字彙英語字彙彙遊戲軟體彙遊戲軟體遊戲軟體的評估準則中，依您的國中英文教學經驗，按重要程度(由遊戲軟體 一至十)在「□」上打「ˇ」。請您每一題都要填答，而且只能選一項，謝謝您的合作！
評估準則評估準則 評估準則評估準則
非 非非 非 常 常常 常 不 不不 不 重 重重 重 要 要要 要
1 1 1
1 22 22 3333 44 44 5555 66 66 7777 8888 99 99 非 非非 非 常 常常 常 重 重重 重 要 要要 要 10 1010 10 1.2.1 教材適合學生程度 1.2.2 教材注重學生個別差異 1.2.3 教材有助於學生學習 1.2.4 教材提供針對不同學習型態學生之教學設計 1.2.5 教材提供學生學習評量 1.2.6 學生可記錄學習歷程 1.2.7 提供學生即時適切回饋 1.2.8 教材提供學生學習相關資訊 1.2.9 教材提供學生價值判斷或澄清 1.2 學習者適用性
1.2.9.1 教材提供學習示範功能 1.3.1 提供教學者教學活動 1.3.2 提供教學者學習範圍選擇功能 1.3.3 教材具教學輔助功能 1.3.4 提供教學者評量統計及分析功能 1.3.5 提供教學者在學生學習成效方面的回饋 1.3.6 提供教學者補救教學內容 1. 教學層面
1.3 教學者適用性
1.3.7 提供教學相關資源
評估準則評估準則 評估準則評估準則
非 非非 非 常 常常 常 不 不不 不 重 重重 重 要 要要 要
1 1 1
1 22 22 3333 44 44 5555 66 66 7777 8888 99 99 非 非非 非 常 常常 常 重 重重 重 要 要要 要 10 1010 10 2.1.1 遊戲玩法有趣 2.1.2 遊戲提供多媒體的刺激(如:影片、聲音等) 2.1.3 遊戲的樣式多變 2.1.4 遊戲的規則簡單易懂 2.1.5 遊戲的解法多樣 2.1.6 遊戲可多人連線 2.1 遊戲的趣味性
2.1.7 遊戲提供單機多人遊戲 2.2.1 遊戲可選擇是否有競爭對象 2.2.2 遊戲有特定的目標 2.2.3 遊戲有計分制度 2.2.4 遊戲有升級制度 2.2 遊戲的挑戰性
2.2.5 遊戲有難易度區分 2.3.1 遊戲有故事情境 2.3.2 遊戲提供思考與想像空間 2.3.3 學生可學習到新知識 2.3 遊戲的啟發性
2.3.4 學生可增進問題解決能力 2.4.1 遊戲的規則合理 2 遊戲層面
2.4 遊戲的公平性
2.4.2 遊戲的計分方式適當
評估準則評估準則 評估準則評估準則
非 非非 非 常 常常 常 不 不不 不 重 重重 重 要 要要 要
1 1 1
1 22 22 3333 44 44 5555 66 66 7777 8888 99 99 非 非非 非 常 常常 常 重 重重 重 要 要要 要 10 1010 10 2.5.1 遊戲內容可再擴充 2.5 遊戲的發展性
2.5.2 可發展為單機及線上版 2.6.1 學生可主導遊戲的難易度 2.6.2 學生可主導遊戲進行的速度 2.遊戲層面
2.6 遊戲者的主導
性 2.6.3 教學者可設定遊戲難度 3.1.1 遊戲具合作學習功能 3.1 合作及互動性
3.1.2 學生可交換資訊 3.2.1 家長可參與遊戲 3.2 親子參與性
3.2.2 可增進親子間的互動 3.3.1 教學上可廣泛運用 3.3.2 家長會同意讓孩子玩遊戲 3.社會層面
3.3 未來的接受度 與普及性
3.3.3 遊戲成為學生喜愛的娛樂
評估準則評估準則 評估準則評估準則
非 非非 非 常 常常 常 不 不不 不 重 重重 重 要 要要 要
1 1 1
1 22 22 3333 44 44 5555 66 66 7777 8888 99 99 非 非非 非 常 常常 常 重 重重 重 要 要要 要 10 1010 10 4.1.1 介面功能簡單易操作 4.1.2 軟體的載入速度 4.1.3 安裝容易度 4.1.4 提供適當的操作提示 4.1.5 軟體功能一致性 4.1.6 視覺畫面美觀 4.1.7 設計仔細品質精巧 4.1 電腦軟體
4.1.8 視聽效果和動畫設計 4.2.1 硬體設備規格要求 4.技術層面
4.2 電腦硬體
4.2.2 硬體設備種類需求