以RPG遊戲整合識字教學策略對國小學生語文學習之影響

Abstract

隨著數位遊戲在教育中的廣泛應用，設計結合有效教學策略的遊戲成為提升學習成效與動機的重要方向。國小語文學習中，識字與閱讀能力培養為基礎且關鍵的環節，然而現有的識字遊戲多偏重單一教學策略，且缺乏系統化整合與語境支持，難以同時促進識字效率與閱讀理解。本研究探討兩個研究問題：（1）整合識字教學策略之RPG遊戲是否能提升學生之學習成就？（2）整合識字教學策略之RPG遊戲是否能提升學生之學習動機？為回答上述研究問題，本研究設計並驗證一款融合「以字帶字」與「隨文識字」兩種教學策略的角色扮演冒險遊戲（RPG），藉由劇情脈絡與任務驅動，打造沉浸式學習情境，提升學生語文學習成效與動機。具體而言，本研究發展整合遊戲主要機制包括：圖鑑系統以系統化方式整合漢字部件、詞彙與短文，強化語境學習與詞義理解；組字戰鬥透過卡牌組合漢字部件，幫助學生掌握漢字結構規律並加強識字記憶。研究採準實驗研究法，對象為某國小四年級學生，將受試者分成實驗組（使用本研究設計的RPG遊戲）與對照組（使用答題遊戲）進行介入共 40 分鐘，蒐集前後測識字與閱讀測驗成效及教材動機問卷，並分析開放式問答以探討學生學習體驗。研究結果顯示，（1）在使用實驗組與對照組遊戲訓練 40 分鐘後，兩組對學習者的國語文成效皆有顯著進步，但兩組之間的進步幅度無顯著差異。這代表兩種數位遊戲皆可以有效提升學習者的國語文學習成效。（2）在教材動機問卷部分，實驗組在注意力、相關性與滿足感面向的得分顯著高於對照組，反映RPG遊戲的故事情境與任務挑戰設計有效激發學生學習興趣與投入感。質性資料亦顯示，多數學生喜歡遊戲中的角色互動與戰鬥挑戰，認為遊戲增加了學習的趣味性與成就感。With the widespread application of digital games in education, designing games that integrate effective instructional strategies has become an important direction for enhancing learning outcomes and motivation. In elementary language education, the development of word recognition and reading comprehension is both fundamental and crucial. However, existing word recognition games often rely on a single instructional strategy and lack systematic integration and contextual support, making it difficult to simultaneously improve character recognition efficiency and reading comprehension. This study investigates two research questions: (1) Can an RPG game that integrates word recognition instructional strategies improve students' academic achievement? (2) Can such an RPG game enhance students’ learning motivation? To address these questions, the study designed and evaluated a role-playing adventure game (RPG) that combines “concentrated” and “scattered” instructional strategies. Also, using story-driven tasks to create an immersive learning environment that aims to improve students’ language learning outcomes and motivation. Specifically, the integrated game features including: An “encyclopedia system” that systematically organizes Chinese character components, vocabulary, and short passages to support contextual learning and semantic understanding. A “character-combination battle” where students combine character components through card-based mechanics to help them grasp structural patterns of Chinese characters and enhance memory retention.A quasi-experimental research method was employed, targeting fourth-grade students at an elementary school. Participants were divided into an experimental group (using the RPG game developed in this study) and a control group (using a traditional quiz-based game). Both groups underwent a 40-minute intervention. Pre- and post-tests on word recognition and reading, along with a learning motivation questionnaire, were administered. In addition, open-ended responses were analyzed to explore students’ learning experiences.The results showed that: (1) After 40 minutes of intervention, both the experimental and control groups showed significant improvement in language learning performance, with no significant difference in the magnitude of improvement between the two groups. This suggests that both types of digital games can effectively enhance students’ language learning outcomes. (2) In terms of learning motivation, the experimental group scored significantly higher in attention, relevance, and satisfaction compared to the control group. This indicates that the narrative context and task-based challenges in the RPG effectively stimulated students' interest and engagement. Qualitative data also revealed that most students enjoyed the character interactions and battle challenges in the game, and felt that the game made learning more fun and rewarding.