| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 101 === Accompanied by development of information technology and upcoming generation of global village, the important ability of language proficiency is growing. English has obviously turned into one of the major international languages for communication. Therefore, in order to enhance the foreign language learning effectiveness of EFL learners, there have been a number of studies applying digital-game-based learning in English education. However, previous studies have found the attitude and anxiety toward English learning are two of the most important factors in English learning. To avoid this condition, this study proposes a pet foster learning system to improve learning effectiveness. The care and love toward pets are expected to improve English learning attitude of learners, who are using the learning system; in the meantime, via game environment containing relatively less pressure, we hope the anxiety of English learning could be reduced.
The group of test subject in this study is 3rd grade student in elementary school, including 27 males and 25 females; By applying one-group pre-test/post-test analysis method and the assistance of game log file, the study provides a thorough discussion about the effect of individual differences on English learning attitude, anxiety, and the gaming behavior in digital-game-based learning. In addition, sets of interview of test subjects were conducted after the experiment so as to further investigate the degree of acceptance of pet-foster learning system as well as the user experience of the English learners. Also, it helps us to understand and fix the problems and system operating issues learners might encounter when they are using the game system.
Comparing with the results in pre-test and post-test, the study has shown great evidence that through the pet-foster learning system, learners represent better English learning attitude and lower English learning anxiety, indicating a positive effect on English learning. Also, regarding the gender variable, it has revealed that female learners performed obviously better English learning attitude than male learners did, indicating the fact that the gender difference would have influence on learning attitude; however, there’s no obviously difference in English learning anxiety between male and female, offering a conclusion which gender does not affect the degree of English learning anxiety. Additionally, the study also showed that English learning achievement does no obvious effect on English learning attitude, but greatly affects learners’ English learning anxiety. That is, as English learning achievement is higher, the anxiety would become lower. Furthermore, taking game behavior into consideration, learners of different gender showed different level of demands in virtual commodities. Also, learners who have different extents of English learning achievement also exhibit different strategies of choosing the categories of test questions. Last but not the least, the advice offered by the test subjects was summarized, such as the difficulty calibration and the preference control variables, so as to improve the effects of learning assistance for the future game-based English learning process.
Keywords: Digital Game-Based Learning, Individual Difference, English learning Attitude, English Learning Anxiety, Gaming Behavior.
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