Effects of Gloss and Individual Differences on English Vocabulary Performance, Motivation and Self-efficacy in a DGBL Environment

• Main Authors: Wen-Lin Chen, 陳玟伶
• Other Authors: Jie-Chi Yang
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/3cz657

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.