PaGamO遊戲學習平臺融入國中九年級學生英語學習之研究

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(1)國立臺灣師範大學教育管理與課程教學領導碩士在職專班技術報告. 指導教授：郝永崴博士. PaGamO 遊戲學習平臺融入國中九年級學生英語學習之研究. 研究生：劉守惠撰中華民國一○八年二月.

(2) 謝誌. 在師大進修的三個學期裡，緊湊的課程，使得生活變得忙碌又充實，即便如此，學習總叫我的心情既愉悅又興奮；老師們專業的教學，不僅激發我原本就滿滿的學習動力，課堂中與老師和同學們許多的互動和對談，時常讓我有機會去思考並得到許多的靈感，檢視、改善我的教學，以期為學生的學習帶來最大的益處。論文歷經半年多的努力，首先感謝指導老師-郝永崴教授，修課期間，老師持續在自己專業的領域上積極鑽研並精進，實在是我的榜樣；感謝老師耐心地指導；另外，有幸得到曾建銘教授的協助，謝謝老師總是不厭其煩地為我解惑並細心地修正我的論文內容，使我的論文能夠逐步地完成；感謝口試委員王秀玲教授，謝謝您抽空審閱論文，並給予許多寶貴的建議和想法，使論文的內容更加完善、豐富。謝謝與我一起奮鬥的同學們，在這段求學的過程中，因為有你們，上課總是有趣，也知道有一群夥伴，一起為了教育在努力；謝謝同組的同學，在我需要幫忙的時候，願意伸出援手幫助我；謝謝我可愛的學生，還有總是默默支持我的家長們，因為有你們的配合和鼓勵，我的論文才得以順利完成，謝謝你們。謝謝家人的包容和體諒，以及一路以來一直在我身邊，為我加油打氣的瑞鳳，謝謝你的陪伴，除了不斷的鼓勵、支持與包容，謝謝你一直相信我；我不會忘記這段期間，無數個週末我們一起在圖書館努力的日子，謝謝你；最後，再次感謝所有一路上幫助過我的人，希望自己勿忘初衷，在未來的日子裡不斷精進自己，使更多的學生受益。. 守惠謹致 2019 年 2 月. ii.

(3) PaGamO 遊戲學習平臺融入國中九年級學生英語學習之研究. 摘要. 本研究主要目的在探討將 PaGamO 遊戲學習平臺融入國中英文課程後，對九年級學生在學習英文的學習態度及學習表現之影響，作為教學者日後教學之參考。本研究採個案研究法，並搭配質性研究。以基隆市某市立國中九年級一個班級，共 30 位學生為研究對象，學生在 PaGamO 遊戲學習平臺進行課堂任務練習。於九年級上學期第一次模擬考後導入 PaGamO，實施期間為期 6 週。研究以量化為主、質性為輔的方式進行；量化資料有英文領域學習態度量表、第一次英文模擬考及第二次英文模擬考成績，並以 SPSS 18.0 版統計軟體進行分析；質性資料以學生文字回饋及半結構式訪談進行，以了解學生的學習態度與對 PaGamO 遊戲學習平臺的看法。主要發現如下: 一、. 使用 PaGamO 遊戲學習平臺輔助英文領域對於授課班級之學習成效有顯著的進步。. 二、. 使用 PaGamO 遊戲學習平臺輔助英文領域對於授課班級之學習態度並無顯著差異；但在訪談中，大多數學生對於 PaGamO 遊戲學習平臺融入英文的教學方式，持正面的態度。. 三、. 研究者對於 PaGamO 遊戲學習平臺融入英文教學，持肯定的態度。. 根據研究結果，PaGamO 遊戲學習平臺確實是一項教學的利器，教師必須善用資訊科技的特性，才能使其功效發揮到最大，為學生的學習帶來最佳的益處；本研究提出的建議與未來研究方向，希望能對提高英文領域的學習成效與學習態度有所助益。. 關鍵字: PaGamO 遊戲學習平臺、遊戲式學習、學習成效、學習態度。. iii.

(4) A Research on the Integration of PaGamO into English Learning in Ninth Graders Abstract The main purpose of this study was how the integration of PaGamO, a game-learning platform, influenced ninth graders' learning attitudes and performance in English learning, which could be used as a teaching reference for English instructors. The method used in this study is the case study, along with the qualitative research. The participants were from a class of the ninth graders in a junior high school in Keelung, Taiwan. A total of 30 students were taken as the research target, where 30 students used PaGamO platform to do their assignments in class. PaGamO started to be imported into the course after the first mock test in the first semester for the duration of six weeks. This study implemented a quantitative method supplemented with qualitative data. The quantitative data were collected from the English learning attitude scale, and grades of the first and second mock exams. SPSS version 18.0 was used to analyze the data. In addition to that, the qualitative data was collected through students’feedbacks and semi-structured interviews to understand students ’ learning attitudes and their perceptions toward PaGamO. Three of the main findings were worth summarizing: 1. The use of PaGamO, the game-based learning platform toward assisting in the field of English learning had significant progress in learning performance. 2. The use of PaGamO, the game-based learning platform toward assisting in the field of English learning had no significant difference in learning attitudes. However, during interviews, most of the students were positive about the way that PaGamO being integrated into English teaching. 3. Researcher hold affirmative attitude regarding the integration of PaGamO. Base on the results of the study, PaGamO, the game-based learning platform, was indeed a great tool for English teaching. Teachers are strongly advised to make good use of the features of information technology in order to maximize the effectiveness of English teaching, and bring the best benefits to students' learning. The recommendations and the future research directions proposed in this study would promote the learning effectiveness and learning attitudes in the field of English learning. iv.

(5) Keywords: PaGamO Online Gaming Platform, game-based learning, learning performance, learning attitude.. v.

(6) 目次謝誌.................................................................................................................................. ii 中文摘要......................................................................................................................... iii 英文摘要......................................................................................................................... iv 目次................................................................................................................................. vi 表次............................................................................................................................... viii 圖次................................................................................................................................. ix. 第一章緒論第一節研究背景與動機.............................................................................................1 第二節研究目的.........................................................................................................4 第三節名詞釋義.........................................................................................................5 第四節研究範圍與限制.............................................................................................7 第五節研究方法.......................................................................................................10. 第二章文獻探討第一節. 資訊融入教學與數位遊戲式學習.........................................................34. 第二節. 學習成效及學習態度.............................................................................43. 第三節. PaGamO 遊戲學習平臺.........................................................................49. 第三章研究結果的分析與討論第一節. 以 PaGamO 融入國中九年級英文領域課程的實施情形...................59. 第二節. PaGamO 遊戲學習平臺對學生學習成效之差異探討.........................66. 第三節. PaGamO 遊戲學習平臺對英文學習態度量表之差異探討.................68. 第四節. 學生回饋.................................................................................................71. 第五節. 教師省思與所遭遇的困境.....................................................................75. 第六節. 綜合討論.................................................................................................77. vi.

(7) 第四章研究結論與建議第一節研究結論.......................................................................................................83 第二節研究建議.......................................................................................................85. 參考文獻中文部分.....................................................................................................................88 西文部分.....................................................................................................................97. 附錄附錄一國中生英文領域學習態度量表...................................................................99 附錄二學生回饋彙整.............................................................................................102 附錄三訪談大綱.....................................................................................................105 附錄四教學省思.....................................................................................................106 附錄五教學日誌.....................................................................................................109 附錄六教學札記.....................................................................................................110 附錄七參與研究家長同意書.................................................................................112. vii.

(8) 表次表1-5-2 教學內容...........................................................................................................12 表1-5-3 每週預定複習進度...........................................................................................15 表1-5-4 研究設計...........................................................................................................16 表1-5-5 研究樣本人數分配...........................................................................................18 表1-5-16 編碼意義.........................................................................................................33 表2-1-1 正規教育推動數位學習之目標、推動策略，以及行動方案對照表...............37 表2-1-2 遊戲應用於英語學習之相關研究...................................................................40 表2-2-1 數位遊戲式學習之實證研究...........................................................................46 表3-2-1 學習成效成對樣本統計量表...........................................................................67 表3-2-2 學習成效成對樣本檢定摘要表.......................................................................67 表3-3-1 學習態度成對樣本統計量表及成對樣本檢定摘要表...................................69 表3-3-2 學習態度分量表成對樣本統計量表及成對樣本檢定摘要表.......................70 表3-4-1 第一次及第二次模擬考加權分數進退步情形...............................................71 表3-4-2 第一次及第二次模擬考加權分數進退步情形統計結果...............................72. viii.

(9) 圖次圖1-5-6 登入畫面...........................................................................................................20 圖1-5-7 登入遊戲或註冊帳號.......................................................................................20 圖1-5-8 每日獎勵...........................................................................................................21 圖1-5-9 遊戲畫面...........................................................................................................22 圖1-5-10 攻擊畫面.........................................................................................................22 圖1-5-11 回答課程問題.................................................................................................23 圖1-5-12 人物功能介紹.................................................................................................24 圖1-5-13 個人檔案.........................................................................................................24 圖1-5-14 背包功能.........................................................................................................25 圖1-5-15 研究流程.........................................................................................................27 圖2-3-1 解題排名...........................................................................................................50 圖2-3-2 領土排名...........................................................................................................51 圖2-3-3 等級排名...........................................................................................................51 圖2-3-4 錯題排行榜.......................................................................................................52 圖2-3-5 訊息傳遞畫面...................................................................................................52 圖2-3-6 答題畫面...........................................................................................................53 圖2-3-7 任務歷程分析畫面 .........................................................................................54 圖2-3-8 題目分享畫面...................................................................................................55 圖2-3-9 排名畫面...........................................................................................................57. ix.

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(98) 】 2013. APP 2 2008. 2014 686. 2008. :. MOOCs. 2. 2-8 2001. 85 22-28 2013. -. 111. 2014 2001. 238. P267 - 268. 135-136. e-Learning. 2. 1997. 2017 16. 1. 100 -130. 2017. 14. 68-86. 2009 2 2017 2 2016 2 2017. ?. https://philomedium.com/blog/79877 2004. 143-170. 2010. 292 89. c4-c4.

(99) 1995. L. Wittgenstein. Philosophische. Untersuchungen 2006 2017 : http://www.chinatimes.com/realtimenews/20170111003089-260405 2006 2 2017. PaGamO. 2. 2010 94 2004. 25-39 5. www.being.org.cn/theory/learning-play.htm 2009. 2. 2009. 2016. 193-202. :. 1965. 2 2 2016. 3 Grasshopper. B. Suits. The. Games, Life, and Utopia. 2013 2003. 116 114-119 2011 19. 4. 335-357. 2003. 64. 68-84. 90.

(100) 2002 59. 63-73 2013. 2013. https://www.twnic.net.tw/NEWS4/129.pdf 2008 13. 2. 83-101. 2009 2 2. 2016. PaGamO. !. 2. facebook: https://www.facebook.com/iloventu/posts/628373794008250 2015. 104. https://www.ndc.gov.tw/News_Content.aspx?n=114AAE178CD95D4C&sms=DF7 17169EA26F1A3&s=D1F0936A870F828C PaGamO. 2015. 2. teach. http://www.945enet.com.tw/promo/20150323/PDF/pagamo.pdf 2016. 2016-2020. https://ws.moe.edu.tw/001/Upload/3/relfile/6315/46563/3d9a977d-cd20-429f-a5d0a17a68e86199.pdf teach-PagamO. 2015. https://www.945enet.com.tw/Upload/Edu_Discussion/%E5%BA%B7%E8%BB%9 2%E 6%84%9Bteach%EF%BC%8DPagamO%E7%89%B9%E5%88%8A.pdf 2016 2 2014. game. 34-36. 2. 2011. 2. 2007 2006. / 2. 91. ASSURE.

(101) 2002. 41. 16-25 1982. ─ 2. 2016. 2. 1999 30. 103-126. 2006. 192. 2014. 47-49. -. 2012. http://www.edu.tw/userfiles/url/. 20130115115257/%E4%B8%AD%E8%8F%AF%E6%B0%91%E5%9C%8B%E 5%B8%AB%E8%B3%87%E5%9F%B9%E8%82%B2%E7%99%BD%E7%9A% AE%E6%9B%B8.pdf 2013 https://www.naer.edu.tw/ezfiles/0/1000/attach/5/pta_2189_2524507_39227.pdf 2016. 2016-2020. https://ws.moe.edu.tw/001/Upload/3/relfile/6315/46563/3d9a977d-cd20-429f-a5d0a17a68e86199.pdf 2016. 100G. : http://epaper.edu.tw/topical.aspx?period_num=714&topical_sn=924&page=2 2016. 714. 100G. http://epaper.edu.tw/topical.aspx?period_num=714&topical_sn=924&page=2 2015 66 2. 100-125. 2012. ? 1. 92. 8. 30-32.

(102) 2009 2009. 2 169-181 1989 2009 2. 2018. 3. 2016 2 2017. 5E 38 125~176 2016. .. -. 2. 2013. gamification. 12. 87. 101. PaGamO. http://sdachen.blogspot.tw/2013/10/gamification-pagamo.html 2015. APP. 2 2017 15. 1. 29. 44. 2015 2 2010 -. 2. 1995. 2013. 2 93.

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