The Impacts of an Adaptive English Vocabulary Learning Game on Students’ Learning Effectiveness and Attitudes

• Main Author: 李文翔
• Other Authors: Lo,Jia-Jiunn
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/mayzjn

碩士 === 中華大學 === 資訊管理學系 === 105 === Most educational games are based on a one-fits-all design to provide supportive tools without considering players’ skill levels, which limiting their contributions. Introducing adaptive games into educational applications can enable players to have a personalized gaming experience to face the most appropriate gameplay or pedagogical challenges. As a consequence, this research developed an adaptive English vocabulary learning game by integrating a variety of learning supportive tools into the educational game design. During the gameplay, a player’s learning processes are continuously assessed. The balance between learning and gaming activities is implemented with adaptive provision of incremental learning supportive tools corresponding to the fluency level of the selected word. This adaptive educational game is expected to balances players’ vocabulary levels to keep them at a high level of engagement and learning. In the game experiment is divided into two game groups, a group of adaptive automatic prompt of the game system (experimental group), the other group for the Non-automatic prompt of the Non adaptive of the game system (control group). The use of thirty minutes for the test. We collected the data that include the use records, the English vocabulary attitudes and the gaming system attitude, and then use Independent-Sample T Test to the two groups of data for the difference between the comparison. The conclusions of this research are as follows: 1. There was no significant difference between the two groups in the game system attitude scale. 2. In TAM analysis, the two groups of game system attitude scale between the various facets have different relationship. 3. The experimental group was superior to the control group on the average speed of the answer, but there was no significant difference between the two groups. 4. In the experimental group, the average of times of the function of the clear was less than that of the control group, and the time of reduction of the function of the clear was less than that of the control group, but there was no significant difference between the two groups. 5. The experimental group was superior to the control group in the wrong learning effect, but there was no significant difference between the two groups. In the study results, though the average score in the data on the experimental group were better than the control group, but we did not get the expected results. The difference between the two groups is not significant. The only significant difference in the results of the study is the analysis of the number of changes in the answer analysis. The results are not significant, it might be limited by the development time of the game system, with the time of the learner in classroom, the future will develop the function of time-limit of game to increase the speed of the game, extend the test time, and increase the amount of chronographs to improve the difference between the two groups.