| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 103 === Digital game-based learning researchers pointed out that the immersion in learning a second language affect their degree of involvement, and it may have influence on the learning effectiveness consequently. However, empirical evidence approach concerning the exploration on the factor analysis of immersion and learning effectiveness nowadays is limited. Therefore, the research aimed at discovering the relative factors of impact on the discrepancy of English learning upon learning a second language by digital game. The research adopted a questionnaire constituted by five perspectives of immersion as well as pre-test and post-test for English learning effectiveness. The research participants were a total of 60 3rd grade students in elementary school who were assigned to three groups. The method of quantitative analysis for the questionnaire covers T-test, Pearson correlation and Multi-factor regression in order to prove the relation of two variations of immersion and English learning effectiveness. The results indicated that English learning effectiveness would have a significant change by the difference of immersion. Moreover, reality dissociation, sense of challenge, sense of control among the immersion factors may have significant correlations with English learning effectiveness. It found that a foundational forecast explanative ability was possessed after taking explanation model regression analysis further. All in all, the purpose of the research is to explain the dynamic relation between immersion and English learning effectiveness; meanwhile, education scholars can better understand how immersion of learners in digital game-based learning affect learning effectiveness.
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