Effects of Different Test-Item Guiding Strategies Adopted in an English Situated Computer Game on Students’ English Vocabulary Learning Performances and Behaviors

• Main Authors: Siang-Yi Wang, 王湘貽
• Other Authors: Gwo-Jen Hwang
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/25600537126332500997

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 104 === Due to globalization, the importance of English has significantly increased. In order to develop students’ ability to apply what they have learned in school in the real world environment, a learning environment with context should be provided to help them learn. Besides, rote memorization usually decreases students’ learning motivation. Therefore, a situated computer game was proposed to assist students to learn in the context and with fun. Furthermore, different test-item guiding strategies were also embedded in the game to serve as a guidance for them to learn better. Four classes of students were included in this study. Two classes were assigned to learn with the game with cloze guiding strategy and the others to learn with the game with multiple-choice guiding strategy. All of the students received a learning achievement pretest and learning motivation, learning attitude pre questionnaires. During the experiment, students’ learning behaviors were all recorded for further analysis. After the experiment, they all took a learning achievement posttest, post questionnaires of learning motivation, learning attitude, and cognitive load. Besides, an in-depth interview was conducted. The results show that the students using the game with cloze guiding strategy have better learning performance on learning achievement, learning motivation, learning attitude but also have higher cognitive load than the students using the game with multiple-choice guiding strategy. In the behavioral pattern sequential analysis, the students using the game with cloze item guidance engaged in more in-depth learning behaviors than those using the game with multiple-choice item guidance.