| Summary: | 碩士 === 中原大學 === 教育研究所 === 104 === As science and technology developed, digitized teaching methods have been proceeding rapidly. Hong (1998) pointed out that computer-assisted assessments evoke student interests and decrease their inattention issues. Jorgensen and Shymansky (1996) performed an assessment advocating the teaching objectives and monitoring the process of achieving the goals. The purpose of this study was to use a digital game assessment, instead of the traditional assessment, for reversing primary-school students’ perceptions of English vocabulary learning. Because teachers do not understand students’ motivation changes, they should not only focus on the quantitative change of assessments. This qualitative study investigated how students’ learning motivation changed and how their learning outcomes were improved. For solving practical problems caused by traditional assessments, the ARCS motivation model assessment were applied into the digital game assessment. Four ARCS Motivation Model constructs (Keller, 1983), A (attention), R (relevance), C (confidence) and S (satisfaction), were included for instructional design, data collections and analyses. Designing in an action research project the participants were 15 primary-school students, an English instructor and two parents. The research also collected the data of 10 classroom observation reports and 18 semi-structured interviews. Through the process of continuous observations, reflections, reviews and amendments, we found four ARCS Motivation Model constructs received high effects. 28.7% of content coding indicated that students enjoyed the digital game assessments on the attention construct, 26.4% related to their life experiences on the relevance construct, 24.1% changed from passive learning to active learning on the confidence construct, and 20.6% satisfied their learning of the assessment on the satisfaction construct. This study suggested that educators should add more gaming components in assessments. Because of gaming, students will be interested in participating in more self-disciplined and autonomous learning.
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