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ABSTRACT

THIS STUDY EXPLORES THE INFLUENCE OF DIGITAL GAME-BASED LEARNING ON THE ENGLISH LEARNING OUTCOMES AND LEARNING MOTIVATION OF FIRST-GRADE PRIMARY SCHOOL STUDENTS IN A PRIVATE GIRLS' SCHOOL IN MACAU. THE RESEARCHER USED THE WORDWALL DIGITAL GAME PLATFORM AS THE MEDIUM AND CONDUCTED TEACHING EXPERIMENTS USING THE QUASI-EXPERIMENTAL RESEARCH METHOD. TWO CLASSES WERE DIVIDED INTO THE EXPERIMENTAL GROUP (N=24) AND THE CONTROL GROUP (N=21) ACCORDING TO THE CONVENIENT SAMPLING METHOD. THE DIGITAL GAME-BASED LEARNING METHOD WAS INTEGRATED INTO THE TEACHING MATERIALS AND SCHOOL-BASED SELF-COMPILED CONTENT. THE EXPERIMENTAL GROUP IMPLEMENTED THE DIGITAL GAME-BASED LEARNING METHOD FOR 8 WEEKS. USING THE WORDWALL GAME PLATFORM ONCE A WEEK, AND 20 MINUTES EACH TIME, THE CONTROL GROUP MAINTAINED THE TRADITIONAL DIDACTIC TEACHING METHOD. THE RESEARCH TOOLS INCLUDED A SELF-COMPILED LEARNING EFFECTIVENESS TEST AND A LEARNING MOTIVATION SCALE. THE TOTAL SCORE OF THE LEARNING EFFECTIVENESS TEST WAS 40 POINTS, AND THE TOTAL SCORE OF THE LEARNING MOTIVATION SCALE WAS 120 POINTS. DATA ANALYSIS WAS CONDUCTED USING PAIRED SAMPLE T-TESTS AND INDEPENDENT SAMPLE T-TESTS. THE RESEARCH RESULTS SHOW THAT: (1) THE SCORE OF THE EXPERIMENTAL GROUP IN THE POST-TEST OF LEARNING OUTCOMES WAS SLIGHTLY HIGHER THAN THE CONTROL GROUP, INDICATING THAT THE DIGITAL GAME-BASED LEARNING METHOD HAS A POSITIVE IMPACT ON STUDENTS' LEARNING OUTCOMES. (2) IN TERMS OF LEARNING MOTIVATION, THE POST-TEST SCORE OF THE EXPERIMENTAL GROUP WAS SLIGHTLY HIGHER THAN THE PRE-TEST SCORE, WHILE THE CONTROL GROUP SHOWED THE OPPOSITE, INDICATING THAT THE DIGITAL GAME-BASED LEARNING METHOD HAS A POSITIVE IMPACT ON STUDENTS' LEARNING MOTIVATION. ACCORDING TO THE RESEARCH RESULTS, IT IS SUGGESTED THAT THE FOLLOWING CAN BE REVISED IN FUTURE STUDIES INCLUDING (1) EXPAND THE SCOPE OF RESEARCH SAMPLES AND OBJECTS, (2) EXTEND THE TIME OF TEACHING EXPERIMENTS, (3) ADOPT DIVERSIFIED ASSESSMENT TOOLS, (4) CONSIDER TEACHING ENVIRONMENT AND TEACHER FACTORS, (5) CONDUCT LEARNING ANALYSIS FOR INDIVIDUAL DIFFERENCES, AND (6) CARRY OUT CROSS-DISCIPLINARY INTEGRATION AND TEACHING MODE INNOVATION. EXPLORING THE IMPACT OF DIGITAL GAME-BASED LEARNING ON STUDENTS' LEARNING OUTCOMES AND MOTIVATION FROM MORE DIVERSE PERSPECTIVES. 本研究旨在探討數位遊戲式學習對澳門某私立女校小學一年級學生的英語學習成效和學習動機之影響。研究者以WORDWALL數位遊戲平台為媒介，並透過準實驗研究法來進行教學實驗，將兩個班級按方便取樣的方式分為實驗組（N=24）和控制組（N=21），把數位遊戲式學習法融入教材和校本自編內容當中，實驗組實施為期8週的數位遊戲式學習法，每週使用WORDWALL遊戲平台1次，每次使用時間為20分鐘；控制組則維持傳統講述法教學，研究工具包含自編的學習成效測驗卷和學習動機量表，學習成效測驗卷的總分為40分，學習動機量表的總分為120分，並以配對樣本T檢定與獨立樣本T檢定進行數據分析。 研究結果顯示：（1）在學習成效方面，實驗組的後測得分稍微高於控制組，顯示數位遊戲式學習法對學生的學習成效具正面影響。（2）在學習動機方面，實驗組的後測分數稍微高於前測分數，控制組則相反，顯示數位遊戲式學習法對學生的學習動機具正面影響。 根據研究結果顯示，建議未來的研究可擴大研究樣本和對象範圍、延長教學實驗的時間、採用多元化的評量工具、考慮教學環境和教師因素、針對個別化差異進行學習分析、進行跨領域整合和教學模式創新，以更多元的角度探討數位遊戲式學習對學生學習成效和學習動機的影響。