利用類比推理遊戲提升英語關鍵詞彙於雙語自然科學探究學習之成效：英文詞彙進步量、學習興趣、焦慮感、學習價值、心流體驗、認知負荷與科學概念成長之相關研究

Abstract

為因應教育部前瞻計畫2030雙語政策，許多國小逐步導入雙語教學，希望能提升語言實用性與學科整合能力。然而，由於英語並非母語，學生在雙語課室中同時學習學科與語言，常感負擔增加，影響學習成效。故本研究以類比推理遊戲輔助學習，並探討學生利用遊戲提升英語關鍵詞彙於自然科學探究學習之成效。本研究採用實驗研究法和問卷調查法，將四年級學生分為實驗組和對照組，進行以水生植物為主題的雙語自然探究實驗課程，其中實驗組學生會在雙語自然探究課程前，以類比推理遊戲進行英語詞彙的學習。本研究之學習者共計 122名四年級學生，實驗組61名，對照組61名，實驗組在使用類比推理遊戲以及雙語自然探究實驗課程前後，都會進行英語詞彙測驗；對照組則在雙語自然探究實驗課程前後進行英語詞彙測驗，。兩組學生皆於課程結束後進行情意問卷調查，並蒐集與分析學習興趣、心流體驗、認知負荷、學習價值與焦慮感等情意變項資料。本研究結果顯示，實驗組學生在英語詞彙及科學概念之學習成效顯著優於對照組。PLS結構方程模型分析亦指出，英文詞彙進步量與學習興趣呈正相關，學習興趣與心流體驗呈正相關，心流體驗與學習價值呈正相關，焦慮感與認知負荷呈正相關，認知負荷與學習價值呈負相關，而學習價值則對科學概念的成長有正向影響。此外，在性別差異分析方面，本研究未發現顯著性別差異，顯示本課程設計具有性別中立性與普遍適應性。本研究證實類比推理遊戲結合雙語自然探究教學能有效提升學習表現與學習體驗，未來可作為推動小學階段CLIL與數位教學之參考依據。In response to the Ministry of Education’s 2030 Bilingual Policy, many elementary schools in Taiwan have adopted bilingual instruction that integrates English into subject learning. However, since English is not students’ native language, combining subject content with English often increases cognitive load and affects learning outcomes. This study applied an analogical reasoning game to support vocabulary learning and examined its effectiveness in improving students’ English science vocabulary and inquiry-based science learning.An experimental design and questionnaire survey were used. A total of 122 fourth-grade students were divided into an experimental group and a control group. The experimental group used the analogical reasoning game before engaging in a bilingual science inquiry course on aquatic plants. Vocabulary tests were administered before and after the intervention. Both groups completed affective questionnaires after the course, assessing learning interest, flow experience, cognitive load, learning value, and anxiety.The results indicated that the experimental group significantly outperformed the control group in both English vocabulary acquisition and science concept understanding. Structural equation modeling (PLS-SEM) further revealed that English vocabulary gains were positively correlated with learning interest, which in turn was positively related to flow experience and perceived learning value. Learning anxiety was positively associated with cognitive load, while cognitive load was negatively related to learning value. Learning value positively predicted growth in scientific concepts. Additionally, no significant gender differences were found, suggesting that the course design is gender-neutral and broadly applicable.This study demonstrates that integrating analogical reasoning games into bilingual science instruction can enhance both learning performance and engagement, providing useful insights for elementary-level CLIL and game-based learning.