| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 102 === The study attempts to investigate the differences in English learning strategy, intrinsic motivation, self-efficacy, cognitive load, and academic performance between digital game-based learning and workbook exercise. The digital game was designed with Scratch by the researcher. There were 112 college students enrolling the course "international business English" from a vocational university participating in this study. These students were from two classes and taught by the same instructor. 55 students in the experimental group, which used "digital game-based learning", while 57 students in control group used "workbook exercise". Finally, all students were asked to take an examination in order to evaluate their performance.
The results indicated that (1)Although no difference was found in English learning strategies between digital game-based learning and traditional workbook exercise groups, students’ uses of learning strategies significantly increased with digital game-based learning group, while traditional workbook exercise group did not. (2) There was a significant difference in intrinsic motivation between digital game-based learning and traditional workbook exercise groups; students’ intrinsic motivation significantly increased with game-based learning group, while no significant difference was found in intrinsic motivation with traditional workbook exercise group. (3) There was a significant difference in self-efficacy between digital game-based learning and traditional workbook exercise groups; students’ self-efficacy significantly increased with game-based learning group, while no significant difference was found in self-efficacy with traditional workbook exercise group. (4) There was no significant difference in cognitive load between digital game-based learning and traditional workbook exercise groups. (5) There was a significant difference in academic performance between digital game-based learning and traditional workbook exercise groups; students’ academic performance significantly increased with game-based learning group, while a significant decrease was found in academic performance with traditional workbook exercise group.
Finally, implications and suggestions for teaching and future research were provided.
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