| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 105 === With the development of technologies and the spreads of using technologies,
digital game-based learning is becoming the important part of the education. Language
learning embedded in digital games is very prevalently. Vocabulary learning is one of
the essential elements in the field of language learning. Previous studies pointed out
that gloss can effectively improve vocabulary learning. However, effects of different
types of glosses are inconsistent. Besides, there were few studies on glosses in digital
game-based learning environments. Conversely, most of the previous studies on glosses
were focused on the paper or computer monitor. Therefore, this study investigated
effects of three different groups of glosses (i.e., Inference gloss group: Inference-GlossGloss,
Retrieval gloss group: Gloss-Retrieval-Gloss, and Full gloss group: GlossGloss-Gloss)
on learning performance, motivation, self-efficacy and game performance
in a digital game-based learning environment. Moreover, in this study, we also
investigated the effects of individual differences (i.e., prior knowledge, game
experience) on learning performance, motivation, self-efficacy and game performance
in a digital game-based learning environment. Regarding learning performance, it
includes Meaning recall, Meaning recognition, Form recall and overall learning
performance. Regarding game performance, it includes number of times in matching
task, number of correct answers in matching task, number of correct answers in reading
task, number of clicking buttons in matching task and reading task, and number of coins
in matching task and reading task. The participants were college students in the middle
of Taiwan (N=70). Data analysis includes descriptive analysis, ANOVA, Pearson
correlation and reliability analysis.
The results suggest that no matter what types of learning performance, Retrieval
gloss group was significantly better than Full gloss group. In addition, Retrieval gloss group was significantly better on learner's motivation and self-efficacy than Full gloss
group. However, for the game performance part, different groups of glosses only
significantly influenced on number of correct answers in reading task. As for the
individual differences part, the results showed that different levels of prior knowledge
had significantly difference on Meaning recall, Meaning recognition and overall
learning performance but not on Form recall. In the different levels of game experiences,
the results showed that there was no significant difference on all types of learning
performance. Furthermore, individual differences had no significant difference on both
motivation and self-efficacy. For the game performance part, prior knowledge had
significant difference on correct answers in reading task; however, game experience
had no significant difference on any game performance.
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